CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2005 SOCIOLOGY Copyright 2005 Caribbean Examinations Council St Michael Barbados All rights reserved
-2- Introduction Approximately two thousand, three hundred and fifty candidates wrote the examination in Unit 1, while, approximately one thousand, five hundred and twenty candidates wrote the examinations in Unit 2. General Comments The overall standard of candidates performance may be described as good. However, teachers need to give more attention to the research projects, particularly to ensure that they are focused and manageable for the candidates. Detailed Comments Unit 1 Paper 1 Module 1: Unit 1 Paper 1 Sociology, Culture and Identity This question was based on the factors which led to the development of sociology as a discipline. Most candidates failed to identify and state some of the factors which led its development. It is important that they be made aware of the early as well as contemporary stages of development of sociology as a science. This question focused on contrasting the goals of the sociologist and the journalist when they are investigating a problem. It was well done by candidates generally. However, some mistakenly stated that only the sociologist investigates and reports on problems and disregarded on were unaware of the fact that investigative reporters also do so. The question addressed the issued of definition of the term Culture as used in Sociology and also required candidates to provide examples of material and non-material components of culture. Candidates performance was good with most demonstrating a sound understanding of these concepts. Module 2: Social Institutions: Family, Religion, Education For this question candidates had to outline the historical factors that have influenced the structure of the Caribbean family. Candidates performed well on this question, with most being able to demonstrate an understanding of the historical and contemporary factors responsible for the structure of the family. This question focused on religion: definition, differences between monotheism and polytheism, examples of religion that developed in the Caribbean, and examples of evidence of secularization in the Caribbean society. In answering this question, instead of stating the belief in a God or Gods, candidates stated that monotheism is the belief in one religion and polytheism the belief in several religions. addressed the issue of equality of educational opportunities, the effects of colonialism on Caribbean education and measures that might reduce the inequalities in the educational system in the Caribbean. For part (c), the most common weakness was failure to demonstrate understanding of the role of the school in reducing gender inequalities. Question 7 This question dealt with social mobility with reference to vertical social mobility, reasons for social mobility being
-3- restricted under slavery in the Caribbean and factors responsible for social mobility in the Caribbean. Many candidates showed that they had a sound understanding of the various aspects. However, the weaker ones demonstrated a lack of understanding that social mobility relates to upward and downward movements in the social structure of the society. The factors responsible for upward mobility were well known in most cases. Question 8 This question addressed the issue of stratification and whether it is beneficial of harmful to society. Candidates, for the most part, were not able to state the way in which society benefits from being stratified. They also showed lack of clarity in stating how it may be harmful to society. Question 9 This question dealt with male marginalization and instances to show how gender roles are reinforced by the family and the school. Several candidates interpreted reinforced to mean changed, which was somewhat disappointing for candidates at this level. Unit 1 Paper 02 Paper 02 was generally well done. However, there is still need for candidates to be taught how to plan their essays and for sociological essays to incorporate knowledge of relevant sociological theories as covered in the syllabus. Module 1: Sociology, Culture and Identity The question emphasis was on whether functionalism is inappropriate for the analysis of Caribbean society. The better candidates started their essays by defining the term functionalism. They then proceeded to show why this theory is inappropriate. Most acquitted themselves well on this question. However, some revealed from their responses a lack of understanding by providing a comparison with the conflict perspective. The unsatisfactory responses failed to identify and discuss some key assumptions of functionalism. There was one of the most popular questions among candidates and focused on a discussion showing how historical factors have influenced the development of Caribbean society. Responses to that question were fairly good. However, several candidates demonstrated scant understanding of the role of those historical processes. They failed to demarcate the respective periods and relate them to cultural development in the Caribbean. However, the majority demonstrated a fairly good understanding of the other factors responsible for the cultural diversity of the Caribbean Module 2: Social Institutions Family, Religion & Education This question required candidates to analyse attempts to achieve educational reform in a named Caribbean country since independence. Many candidates attempted this question, but did not clearly analyse those attempts at educational reform. Evidence of knowledge of the educational system was noticed. In addition, some failed to suggest or identify initiatives undertaken to assist lower socioeconomic groups and to combat the problem of poor attendance at school, malnutrition, inappropriate home environments and disabilities.. Candidates were required to analyse those factors responsible for changes and developments in family patterns in any named Caribbean society. Most were in a position to identify factors responsible for those changes in family patterns. The term family patterns (types or forms) posed a problem, in terms of what it meant to some. Generally, candidates performance was satisfactory. The weaker candidates failed to develop their answers fully. Most students named a country of reference as demanded by the question. Module 3: Social Stratification and Social Mobility This question focused on a discussion of the major factors that have influenced patterns of social mobility in any named Caribbean society. Most candidates demonstrated an understanding of the concept social mobility. Nonetheless, a few interpreted it as being movement up in the class structure. Performance on this question was satisfactory.
-4- The question required candidates to discuss changes in the system of social stratification in a named Caribbean country after world war two. Most candidates understood the term social stratification and named a country of reference as dictated by the question. However, only a few candidates attempted this question and their knowledge of the relevant content appeared to be limited. Unit 2 Paper 1 Module 1 Population Studies This question focused on population increase and related issues during and since plantation slavery in the Caribbean. A few candidates had difficulty with part (d) demonstrating the need for candidates to be made aware of the factors to be considered in making inferences on population growth, such as current population growth trends, economic prosperity and employment, and other opportunities, population density, emigration and immigration patterns etc. Candidates were required to know the reasons, methods and measures employed in population control. This question was well done, with candidates demonstrating a sound understanding of the control tested. This question was based on life expectancy data for ten Caribbean countries. Candidates were required to answer question relating to high and low life expectancy, factors contributing to and the consequences of increased life expectancy in the Caribbean. This question was also well done. Module 2: Social Order and Deviance For this question candidates had to demonstrate knowledge of the different types of sanctions, normative expectations and other factors relating to social control. Candidates performed excellently in this question. Candidates were expected to demonstrate knowledge of theories of social order namely, functionalism, the consequences of anomie and the relevant Caribbean institutions that maintain social order Performance was fair, but candidates need to be more familiar with the key concepts employed by the relevant sociological perspectives/theories in the area of social order. Crime statistics were presented graphically for candidates to analyse and make interferences. While performance was generally very good, emphasis needs to be placed on familiarizing candidates with the sociological definitions, reasons and categorizations of crime. Module 3: Social Development and Poverty Question 7 The performance of candidates in this question can be described as fair/satisfactory. Candidates need to be familiar with the literature on poverty in the Caribbean. They must also be knowledgeable about the theoretical and practical discourses on poverty in general. on poverty in the Caribbean. They must also be knowledgeable about the theoretical and practical discourses on poverty in general. Question 8 In order to address this question it was extremely important that candidates be knowledgeable of the contemporary and traditional discourses on development including the definitions, theories, key indicators and strategies. Performance was fair. Question 9 Candidates performed poorly in this question. Candidates need to be made aware of the general trends in global development, historically and currently, as well as the strategies employed by English-speaking Caribbean countries during the post-colonial period to promote development. Unit 2 Paper 02
-5- Module 1: Population Studies A majority of candidates attempted this question. Most of them were knowledgeable and competent in their responses. The Malthusian and demographic transition theories were well known by candidates. Some candidates acquitted themselves admirably in comparing societies while others used a longitudinal comparative approach. This question focused on the factors responsible for population trends in the Caribbean over the last fifty years. A significant number of candidates attempted this question. However, there were those who adopted an asocidogical (common-sense) approach which must not be encouraged. The better candidates applied one of the population theories and produced very good responses. Module 2: Social Order, Social Control and Deviance A majority of candidates attempted this question, which dealt with the claim that the family plays the most important role in the creation and maintenance of social order in the Caribbean. Also, they related the role of other institutions for example church, school, legal etc. and displayed the relevant knowledge of Caribbean society, family and other institutions. Candidates were expected to display knowledge of theories of juvenile delinquency to determine whether or not it is a lower-class phenomenon. There was no definition of juvenile delinquency and lack of application of sociological theories including structural and sub-cultural theories which resulted in a weak discussion. Module 3: Social Development and Poverty A majority of candidates attempted this question. Many candidates were unable to present a good discussion on the view that the Caribbean today is underdeveloped and dependent. Candidates lacked knowledge of the contributors to the respective theories. They also provided inadequate definitions of the terms underdeveloped and dependent as economically relative. The discussion of the development and conditions in the Caribbean was weak. Many candidates provided a definition of poverty, but failed to discuss types of poverty in the Caribbean. A lack of application of knowledge of the theories of poverty resulted in a weak discussion of the factors which may result in poverty. Thus generally, they did not indicate that not only do economic, but also other factors influence poverty. Paper 3: Internal Assessment Unit 1 & 2 Generally, the internal assessment was done to satisfy CAPE S standard of Assessment. Teacher and students should be highly commended. Evidence of research and skills being applied were highly noticeable. However, teachers must become more familiar with the social processes underpinning the project which will help in developing the statement of the problem and the aims and objectives. Teachers must be reminded that the statement should contain the purpose of conducting the research, in addition to a short introduction of the organization. The aims should be objectives or overall goals of the study. The objectives must be separated from the aims and be put in measurable or operational words as used in the specific objectives written in the sociology syllabus. In most cases teachers marks were not altered. However, it was observed that in some cases teachers did not adhere strictly to the mark scheme. This led to the reduction of some scores. Teachers are advised to read the instruction outlined in the syllabus. Teachers should assist students in identifying relevant topics. Finally, teachers must ensure that whatever task are completed that they relate to the aims and objectives identifying relevant topics. Finally, teachers must ensure that whatever task are completed that they relate to the aims and objectives. There is need for workshop to address the following areas to further enhance teachers capabilities to assist pupils: Literature review
-6- Discussion on findings Identification of manageable but relevant topics Research design Sample procedure.