Education research

Model Stem Material (Education Context)

Sociologists are interested in understanding how pupils experience life in school. One area of interest is how teacher–pupil interactions may affect pupils’ behaviour and achievement. Some sociologists have attempted to study this by collecting data from pupils and teachers within schools. However, researching education can present a number of practical and ethical issues, particularly as most pupils are under the age of 16 and schools are formal organisations with strict rules and routines.

This stem is strong because it:

• Clearly places the research in education

• Mentions pupils and teachers

• Hints at ethical issues (children, power, consent)

• Hints at practical issues (school rules, routines)

• Can be applied to any method (interviews, questionnaires, observations, etc.)

Alternative Stem (if you want something more specific)

Observation-focused stem

Some sociologists believe that observing pupils in classrooms is the best way to understand how behaviour is managed in schools. They argue that this allows researchers to see how teachers enforce discipline and how pupils respond to school rules. However, conducting research inside classrooms may be difficult due to lesson disruption and the presence of authority figures.

Questionnaire-focused stem

Sociologists sometimes use questionnaires to investigate pupils’ attitudes towards school, such as their views on homework, discipline and relationships with teachers. This method allows data to be collected from a large number of pupils across different schools, but responses may not always reflect pupils’ true feelings.

How students should use the stem (examiner expectation)

Top-band students will:

• Refer directly to the stem (“As the stem suggests…”, “This is important when researching pupils…”)

• Link the stem to research characteristics, for example:

• Ethics → pupils under 16

• Validity → true feelings vs socially desirable answers

• Practical issues → lesson disruption

• Representativeness → different schools

If you want, next I can:

• Build a full Band 5 model 20-mark answer using this exact stem

• Annotate the model answer to show where marks come from

• Adjust the stem to match your department’s preferred method

Tell me which method you want the model answer on (e.g. interviews, questionnaires, observations, official statistics).

20 mark question on Paper 1 where pupils have to apply research methods to the context of education. The most crucial thing they need to know is the research characteristics

Got it — this is AQA A-level Sociology (Year 12), Paper 1, the 20-mark “research methods in education” question. I’ll be very clear and exam-focused here.

What the head of sociology means by “research characteristics”

In this question, students are not just describing methods. They must apply the strengths and limitations (characteristics) of research methods to education.

Think of research characteristics as the features of a method that affect how good the research is.

The CORE research characteristics AQA expects

Students should be able to apply these every time, to any method, in an education context.

1. Validity

Does the method produce truthful, in-depth data?

• High validity = real meanings, experiences, feelings

• Low validity = artificial, superficial data

Education application example:

• Interviews with pupils → high validity (pupils explain experiences of school)

• Questionnaires → lower validity (students may lie or misunderstand questions)

2. Reliability

Can the research be repeated and get the same results?

• High reliability = standardised, structured methods

• Low reliability = flexible, interpretive methods

Education example:

• Structured questionnaires on homework habits → reliable

• Unstructured interviews with teachers → not reliable (different answers each time)

3. Representativeness

Does the sample reflect the wider population?

This is HUGE for education studies.

Education example:

• Studying one private school → not representative of all UK schools

• Using official statistics on exam results → highly representative

4. Generalisability

Can findings be applied to all schools or students?

Closely linked to representativeness.

Education example:

• In-depth study of one classroom → low generalisability

• National surveys of pupils → high generalisability

5. Practical issues

Is the method realistic to use in schools?

Includes:

• Time

• Cost

• Access to schools

• Disruption to lessons

Education example:

• Observations in classrooms → difficult due to lesson disruption

• Questionnaires → quick and cheap during tutor time

6. Ethical issues

Does the research protect pupils and teachers?

Education research often involves children, which examiners LOVE.

Key issues:

• Consent (especially with under-16s)

• Confidentiality

• Harm or stress

• Power imbalance (teachers vs pupils)

Education example:

• Observing pupils without consent → unethical

• Anonymous questionnaires → more ethical

How this fits the 20-mark question

The question usually looks like:

“Evaluate the use of [method] in researching education.”

Top-band answers:

• Apply research characteristics throughout

• Constantly link to schools, pupils, teachers

• Weigh strengths vs limitations

• Reach a balanced judgement

Simple structure students can use (very exam-safe)

Introduction

• Define the method

• Say it will be evaluated using research characteristics

Paragraphs (PEEL):

• One characteristic per paragraph
  e.g. validity, reliability, representativeness, ethics

• Always link back to education

Conclusion

• Overall judgement

• Which method is better for education and why

Examiner tip (important)

If students only describe the method, they will be capped.
If they apply research characteristics to education, they hit Band 4–5