CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2004

SOCIOLOGY

Copyright 2004 Caribbean Examinations Council St Michael, Barbados All rights reserved

-2SOCIOLOGY CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2004 INTRODUCTION Unit 1 of the CAPE Sociology syllabus was examined for the third time whereas Unit 2 was examined for the second time in 2004. Assessment for both Units was based on three papers: Paper 01, a structured response paper (worth 30 per cent of the overall examination), Paper 02, an extended essay paper (worth 50 per cent) and Paper 03 internal assessment, worth 20 per cent). All three modules of the syllabus were tested in each paper. Paper 01 consisted of nine compulsory questions, each carrying 10 marks. Thus, the maximum was 90 marks. Paper 02 consisted of three sections, of two questions each. Candidates were required to answer three questions, one from each section. Each question was marked out of 25, and the marks doubled. In Paper 03, the internal assessment, candidates were required to do a research project for Unit 1 and three questions, one on each module for Unit 2. These were marked out of a maximum of 60 by the teacher and a sample forwarded to CXC for moderation. Overall performance was commendable. Candidates displayed a sound understanding of the concepts and principles of Sociology, though familiarity with Caribbean material seemed lacking. DETAILED COMMENTS UNIT 1 PAPER 01 MODULE 1 Sociology, Culture and Identity Question 1 This question was based on sociological research, more specifically on the methods of data collection. In the first part, candidates were asked about the steps in scientific research. It was generally well done. No part of the question presented any serious difficulty to students.

-3Question 2 This question was based on the concepts, culture, culture change and norms. It was well within the competence of the majority of candidates, and performance on it was generally good. Question 3 This question was based on consensus and social action theories. There were no difficulties in interpreting the question, though a few candidates appeared not to be familiar with the terms consensus and social action. They seemed more familiar with the terms functionalism and interactionism. This was the most difficult question in this Module.

MODULE 2 Social Institutions: Family, Religion, Education Question 4 This question was based on the family. Some candidates were unable to state why the nuclear family was perceived as dominant in industrial societies and the differences between families and households. The other parts of the question were generally well done. Question 5 This question was based on religion. Most candidates were able to state one difference between a church and a sect. Most candidates earned two marks (out of four) in part (a). Some candidates were unable to say why sects emerge in society. (Most candidates obtained one mark out of two for this part.) The other two parts were generally well done. In fact most candidates received full marks for parts (c) and (d). Candidates are advised that one-word answers would not suffice, except if they are asked to list items. Generally, even structured, short-answer questions require answers that are stated in complete sentences with all the relevant information included. Question 6 This question was based on education, more specifically on the conflict perspective. Generally candidates did not perform well on this question. Also, the parts relating to the school curriculum, streaming, and the purpose of schooling according to the

-4conflict perspective presented some difficulty to more than 40 per cent of candidates. Some candidates were not able to state why schools are not neutral institutions. MODULE 3 Social Stratification and Social Mobility Question 7 This question pertained to social mobility. For part (a) while candidates knew mobility had to do with movement, they were unable to relate it to the social structure and the class system. In fact some candidates took it to mean geographical mobility. Most candidates knew the basic difference between open and closed stratification systems. For part (c) they listed names of countries, taking communist countries to mean closed and democratic countries to mean open. They gave Cuba as an example of a closed system. Further, Trinidad was identified as a society with a caste system since there were Indians living there. For part (d), most candidates were able to state the factors influencing social mobility. Most candidates correctly identified wealth, education, ethnicity and occupation. Question 8 This was based on the conflict perspective on social stratification. Of all the questions on the paper, this question seemed to have posed the greatest difficulty to candidates. As such, the mean mark for this question was the lowest on the entire paper. Also, performance on parts (b) and (c) was related to performance in part (a). This also accounted for the poor performance. Question 9 This question was based on social mobility in traditional and modern industrial societies. Most candidates were able to state two forms of vertical mobility and factors contributing to upward social mobility of women. Most candidates scored full marks in parts (b) and (d). On the other hand parts (a) and (c) presented some difficulty to candidates. Education was given as a factor determining social status in traditional societies. Also, many candidates misinterpreted part (c).

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UNIT 1 PAPER 02 Paper 02 was generally well done. Candidates were required to write three essays (one from each module) out of six presented on this paper. They were given two and a half hours to do so. Though performance was generally good, there is need for improvement in candidates essay writing skills. MODULE 1 Sociology, Culture and Identity Question 1 Candidates were asked to discuss the similarities and differences between the functionalist and conflict theories in sociology. Most candidates were aware of the theoretical perspectives, but failed to apply this knowledge to their answers. Synthesis and evaluation were rather weak. The examiners attempted to assess the candidates capacity to be clear and coherent as well as to provide a well-reasoned and conclusive answer relating to the subject. Question 2 This was a straightforward question pertaining to sociology as a science. Most candidates who attempted this question did reasonably well. MODULE 2: Social Institutions: Family, Religion and Education Question 3 This question was done by almost all candidates. Candidates demonstrated a general awareness of the family forms in the Caribbean and the basic characteristics of the matrifocal family. However candidates did not do as well in stating the determinants of the various forms of the family in the Caribbean. Question 4 This was by far the least popular question on the paper, and was attempted by only a few candidates. Candidates generally knew the meaning of the term creolisation. The wording of the question, however, presented some difficulty, and the question proved to be beyond the capacity of most of the few candidates who did attempt it.

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MODULE 3 Social Stratification and Social Mobility Question 5 In this question, candidates were asked to evaluate the functionalist perspective on social stratification. Candidates demonstrated sound knowledge of the concept of mobility and stratification. Applying Davis and Moores theory to the Caribbean presented most difficulty to candidates. Candidates are reminded that they should, where appropriate, cite work by Caribbean authors to support their answers. Question 6 This question was based on the changing nature of status determination in Caribbean society, from one based on ascription to one based on achievement. Candidates were able to state the basic reasons for the shift but their arguments lacked depth of analysis and empirical evidence. As such, the performance was not as good as expected. PAPER 03 INTERNAL ASSESSMENT The internal assessment was generally well done. The research project was being done for the first time. In some cases, all the candidates at a particular school did the same project. While this is allowed, it should not be encouraged. Candidates should be guided by the teacher in selecting the topics. In most instances, the teachers marks were fair and consistent, though in a few instances the teacher was too lenient. Also, in some cases the teacher misunderstood how the marks should be allocated according to modules. Teachers are reminded that they should review the guidelines in the syllabus and the instructions provided with the documents that need to be submitted to CXC in compliance with the requirements for Internal Assessment.

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UNIT 2 Paper 01 MODULE 1 Population Studies Question 1 This question was based on population control polices. Candidates had no difficulty in stating population control measures and listing the adverse effects of population growth. A reasonable number of candidates were able to state why people might be reluctant to participate in population control. Part (d) appeared to be beyond the capacity of some candidates. Question 2 Most candidates were able to define crude birth rate and to state two factors influencing the crude birth rate in a country. A few of the definitions were somewhat confusing and indicated misconceptions on the part of some candidates. A reasonable number were able to state other estimates of population and to state why crude birth rate is employed in the study of population. Question 3 Candidates performed very well on this question. This was a straightforward question on human migration. Few candidates had difficulty in answering the question properly. MODULE 2 Social Order, Social Control and Deviance Question 4 This question was poorly done. Some candidates provided confusing definitions of social reality, where any simple definition would have sufficed. Some candidates had problems in explaining social order from a non-functionalist perspective, while others were unable to state why functionalist theory of social order might be considered conservative. Question 5 This question was based on crime, punishment and alternatives to punishment. The majority of candidates had little difficulty with this question. Most candidates were

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able to define punishment. A few had difficulty in stating two formal sanctions. Most candidates were able to state at least one alternative to punishment and to state why some methods of punishment might be ineffective. Question 6 A reasonable number of candidates were able to distinguish between norms and values, though not many were able to obtain full marks for part (a). Some examples of deviance that candidates provided were not appropriate. Most candidates were able to state at least one agent of social control. Most candidates were able to state one instance in which deviance might be useful to society. MODULE 3 Social Development and Poverty Question 7 The majority of candidates had difficulty with this question on modernization theory and the marks obtained were generally poor. Only a few candidates were able to define modernization. Parts (b), (c) and (d) were generally done poorly. It appeared that candidates from some schools did not adequately cover the topic. Question 8 Not many candidates were able to adequately describe a traditional indicator used to measure development. Very few were able to suggest a more valid and reliable indicator of development. This was the most poorly done question on the entire paper. Question 9 Most candidates were able to list two forms of poverty, although a few were unable to state what the poverty line is. Not many candidates were able to state alternative ways of measuring poverty. A reasonable number of candidates were able to list at least two groups vulnerable to poverty in the Caribbean. UNIT 2 PAPER 02 Paper 02 was generally well done. Candidates were required to write three essays (one from each module) out of six. They were given two and a half hours to do so. Performance indicated the need for candidates to have more practice in essay writing.

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MODULE 1 Population Studies Question 1 Fewer candidates attempted this question than Question 2. Candidates had difficulty with the wording of the question (pertaining to the shape of population pyramids) and appeared to perceive it to be more difficult than it really was. Question 2 This was a straightforward question pertaining to the positive and negative effects of migration in a named Caribbean society. Though candidates had the general knowledge required to answer the question, they generally were unable to provide specific empirical evidence to support their assertions. MODULE 2 Social Order, Social Control and Deviance Question 3 The perspectives relating to anomie were generally known but not well applied to the question. Candidates had some difficulty in identifying an appropriate institution and showing how it contributes to anomie in the Caribbean. Question 4 Candidates were generally aware of the causes of delinquency in the Caribbean. However, the theories of youth culture and subculture were not well known. Candidates from some schools clearly did better than others, thus indicating that some teachers placed more emphasis on teaching the theories of deviance. At this level candidates should be able to critically evaluate these theories, but this was not so in a number of cases. MODULE 3 Social Development and Poverty Question 5 Most candidates were able to define urbanization and its effects on Caribbean societies adequately. The theories presented some difficulty, however, and some candidates did not even mention them. Those who did mention them were unable to adequately discuss these theories in relation to the Caribbean. Some candidates had problems in discussing the effects of urbanization in developing and developed countries.

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Question 6 This question was based on poverty reduction strategies. Candidates generally did well on the knowledge, application and analysis aspects of the question. They were very aware of poverty alleviation policies in the Caribbean. The question was done reasonably well. PAPER 03 INTERNAL ASSESSMENT The internal assessment was generally well done. Candidates had to do one question on each of the modules. In most instances, the teachers marks were acceptable to the moderator.