Sociology Internal Assessment 

To what extent is there a cultural lag between the technological changes brought on by

the Covid 19 pandemic and the intangible culture of the Wolmer’s Girls’ School?

   NAME OF CANDIDATE: Debonae Simpson

SCHOOL: Wolmer’s Trust High School for Girls 

CENTRE NUMBER: 100129 

TERRITORY: Jamaica 

CANDIDATE NUMBER:  1001293581

TEACHER: Ms. Rowe

 Cultural Lag in Education

To what extent is there a cultural lag in response to online education at the

Wolmer’s Girls’ High School?

Candidate Name

 Debonae Simpson

Centre Number 

100129

Candidate Number

1001293581

Sociology Internal Assessment

Date

June/July 2021

Territory

Jamaica
 Table of Contents
Acknowledgement……………………………………………………………………….

Introduction…………………………………………………….…………………………

Aims and Objectives…………………………………………………………………….

Literature Review…………………………………….………………………………….

Problem Statement……………………………………………………………………….

Research Design………………………………………………………………………….

The Sample……………………………………………………………………………….

Data Collection Instruments/Techniques………………………………………….……....

Acknowledgement

Gratefulness is due to my teacher, Ms.Rowe, who was patient enough to give corrections

where needed during the time of working on the IA and helping me to complete it in the best

way possible. I would like to thank my parents for providing the adequate resources for me to

complete the IA properly. I would like to thank my friends for providing support along the way

and for also helping me to resolve any queries I may have had when completing it. Lastly, I

would like to thank my heavenly father, God, who helped me to pull through and complete this

assignment and for giving me the knowledge and understanding to do so effectively.

Introduction

To what extent is there a cultural lag between the technological changes brought on by

the Covid 19 pandemic and the intangible culture of the Wolmer’s Girls’ School? Cultural Lag is

the notion that culture takes time to catch up with technological innovations, and that social

problems and conflicts are caused by this lag (Ogburn, 1922). In Sociology, cultural lag is the

condition that exists when two parts of a culture which were once in sync with each other change

at different rates and become incompatible with each other (Menon, n.d.). Education is the

process of giving or receiving systematic instruction, especially at school or university, (Oxford

Languages).

The term “Culture Lag'' was coined by Williams F. Ogburn in 1922. He noticed that the

physical and tangible aspects of culture like technology, material culture, would develop faster

than the intangible aspects of culture like beliefs and mores, non-material culture. Ogburn

believed that this lag could cause issues in a culture as one progressed and the other tried

catching up (Cultural Lag, 2019). The invention of the Stockton-Darlington Railway in 1825,

scared people as they thought they would die from travelling at such a fast speed (Marshall,

2014). The students and staff of the Wolmer’s Girls’ High school are likely to experience this

struggle in trying to adjust to new areas of technology due to the Covid 19 pandemic. Online

education is a form of education which is delivered and administered using the internet.” “Online

education can be divided into several categories depending on the amount of online learning that

is incorporated into the course, ranging from traditional face-to-face learning to blended learning

to exclusive online courses”, (Schinkten, 2016). Parents and students have gone through many

struggles as it pertains to online school. One such parent stated having a problem with a teacher’s
reaction to the students, including her daughter's, inability to submit a piece of work in the

proper way, when it was actually as a result of the teacher’s incompetence that caused the issue

(Hibbert, 2020). Before the pandemic, teachers and students would go to school, interact,

physical assignments were handed in etc. but now, the sudden flip to online school and use of

technology has been a struggle.

“Functionalism sees each part of the system as being interrelated and interdependent. It

maintains that each part must be functioning properly, fulfilling its functions, and must therefore

be in equilibrium (a state of order and balance within society that is derived from shared norms

and values i.e., the collective conscience) if it is to contribute to the maintenance of the

equilibrium of the whole”, (Mustapha, 2013, pg.28). The traditional schooling system at the

Wolmer’s Girls’ School would include day to day, face to face learning with the use of textbooks

and writing books for finding information and taking notes and a teacher conducting classes with

occasional uses of technological devices like phones and computers for research and completing

assignments. The change in the schooling system at Wolmer’s Girls’ due to the pandemic would

thus, move away from face-to-face learning to complete online schooling with most if not all

things related to the day-to-day conduction of school done digitally, students would go to school

from home and teachers either at home or school.  To adjust to the new change, the Functionalist

theory suggests a well-structured orderly change, which then would have required the school to

make sure that each student had the devices needed to do orientation exercises and for each of

them to be set up on the online schooling system and also for the students to be apprised of the

new behaviours and attitudes that are required of them in the online school environment.

Scientific research is required to ensure the accuracy of the aims and objectives listed. 
 Problem Statement 

To what extent is there a cultural lag between the technological changes brought on by

the Covid 19 pandemic and the intangible culture of the Wolmer’s Girls’ School? Because of the

at home comfort that comes along with schooling at home, many students are not as serious

about learning. Children will log into classes still wrapped up in bed and probably even sleeping,

taking away from how effective they are retaining the information. Some teachers prefer the

face-to-face learning system as it is more interactive and they can better monitor and guide

students. The change has been frustrating and they are not enthusiastic about teaching which

affects how well the lesson is taught. Many teachers and students have trouble adjusting to

assignments done online. The teachers have to adjust planning lesson plans and presenting

lessons in the form of power point presentations and students have to adjust to doing online

quizzes, writing papers and assignments online and doing presentations through different online

mediums. The students often get distracted by their devices and use them to watch tv shows and

movies which takes away from an effective learning experience.  The entire situation can be

frustrating and stressful to them which possibly pulls on their enthusiasm. Some would probably

be unwilling to participate in classes due to the fact that it may not be physical and they cannot

be scolded the same way, so they don’t feel the need to take it as seriously. Some also may not

participate because they learn better with face to face interactions and the new experience is

uncomfortable. Both the teacher and student may have trouble understanding the applications

used.  These issues all would greatly affect the effectiveness of teaching and learning which

would call for concern.

The issue will be analyzed through the concept that the online schooling due to the issue in

technology is negatively affecting the teaching and learning process. Data will be collected by

quantitative means through the use of a questionnaire issued to the students. The Functionalists

view of social equilibrium will be the theoretical aspect used to conduct this research.
Aims and Objectives

Aims:

1. To investigate the extent to which there is a lag in the culture of the school in relation to

the technological changes at Wolmer’s Girls’ High School.

2. To acquire information about the ways in which the online school is being conducted and

possible improvements in terms of synchronizing the change in the intangible culture

with the tangible culture of the school.

Objectives:

1. To describe the technological changes that have been implemented at Wolmer’s Girls’

High School.

2. To evaluate the changes in the intangible culture of the Wolmer’s Girls’ High School as it

pertains to rules, norms and attitudes.

3. To identify the areas of discrepancy between the technological changes and the intangible

culture of the Wolmer’s Girls’ High School (how traditions have continued despite

technological changes and how the girls adjusted and cope with them).

Literature Review

Cultural lag is something that can potentially affect every aspect of society and education is no

exception. Children struggle to adjust to the shift to online school and to match their behaviours
with the shift. This research will explore the effects of cultural lag in education as it pertains to a

specific school, the Wolmer’s Trust Highschool for Girls’. Cultural lag is not a topic that has

been discussed in the Jamaican educational system, but there have been articles that speak to the

issue without defining it explicitly as being cultural lag. 

According to the Merriam-Webster dictionary, cultural lag is defined as, a relatively slower

advance or change of one aspect of a culture, especially : the slower development of nonmaterial

as contrasted with material or technological culture traits. The term was created by William

Ogburn in 1922. William Ogburn believed that non material aspects of culture like attitudes,

morals and values would take a longer time to catch up to the material culture like technology.

As it pertains to this study, the effects of the Covid 19 pandemic has caused the new online

schooling system, and the girls had to try and adjust to the non material culture of having school

through the screen of computers and laptop, while their personal attitude towards it took longer

to catch up.

“Recent criticisms of cultural lag have attacked Ogburn’s concept on the ground that the

direction of adjustment cannot be objectively determined, that whether material or nonmaterial

culture is lagging depends on the values one brings to bear upon the situation.” Ogburn’s theory

has been criticised by other sociologists as it said by some that to deal with such situations has to

be determined by the person and how to approach it and cannot have a set structure to approach

the issue of cultural lag. 

Kimberly Hibbert, a reporter for the Jamaica Observer, wrote the article “Online Learning

Heartache”, which seeks to highlight the negative effects of online learning on the general

population of students in the Jamaican society. The article explored different views from parents
and children and their personal experiences with the mishaps in the new style of teaching and

learning and the effects of such. One parent stated, “My concern as a parent is mostly from a

mental health standpoint. My child is miserable, because she is an all-rounder, and the focus is

just on academics. They have online guidance counselling sessions, but I worry that the months

with no peer socialization and no extra-curricular activities will hurt her.”  Children whose

specific learning style does not merge well with that of online school have a very difficult time

adjusting to the new technologically based style of learning. 

 But the shift to online school does not only have adverse effects on the learning styles of

children but also on their focus.  “If I don't delay going in to my office and log in from my office

to her classes to see if she is in, she is just going to go on Netflix or watch cartoons. Sometimes

announcements are posted, new class links are issued, and if I don't call and say have you seen it

or remind her to check her emails, she just get lef. She is not used to this level of independence

or mode of learning, and many of the teachers are not patient.” The comment proves the lag in

the education system due to online learning, the attitudes of the children (non material culture)

are struggling to align with the technology (material culture) and thus causing the lag in the

education system. 

 
Wayne Campbell, is an educator and social commentator, he wrote an article for the Observer

called, “ The education vulnerabilities of COVID-19”, which explored how the pandemic had on

the Jamaican education system. The way in which the government dealt with the situation was

explored and the effects the situation had on the children, one such official said, “Our weekly

report, for example for last week, would have shown that 35,000 of our students logged on the
11th [of January]; 28,000 on the 12th; 44,000 on the 13th; and 40,000 on the 14th. And we

actually collect this information on a weekly basis,” she outlined.

McLean was, however, quick to point out that the data is still being assessed, and promised to

provide future updates.

“So we have seen where there are Google log-in accounts for 100 percent of our students, but not

all persons are engaged each day. So we have to watch it, because we don't know what they log

in for; if they just log in to just have a look to see what's happening, and also the quality of the

time that they spend in an actual classroom,” she explained, (Campbell ,2021). The level of

student attendance keeps fluctuating but the reason has not been addressed in this article.

Cultural lag could very much be a factor in this as students may not view online school in the

same seriousness as physical school and thus would choose when to go to school if they were in

the mood to. 

Reviewing the literature used for conducting this research showed that sometimes the exact

reason for students having a certain resistance towards online school is not always known. The

research will seek to further explore the reasons behind the student’s response.
Research Design

The quantitative research design was used to determine the extent to which there is a

cultural lag in the education system due to online schooling and how the shift from face to

face affected the students of the Wolmer’s Girls’ population and how it is reflected in the

school environment. Stratified sampling was the sample technique used, as a selected

number of teachers and students were chosen.  The research done was basic and this

information can potentially add some more insight on the already available research on

the concept of cultural lag.  The study’s purpose is descriptive as it collected statistical

data of the issue being presented. The research was cross-sectional meaning data was

collected from many persons at a specific point in time. The data was analyzed by the use

of cross tabulation and presented using graphs, tables, percentages and the variables were

operationalized.  

A survey method was used with a questionnaire as the data collection instrument. This

enabled the researcher to remain unbiased and detached to the research process. Also, it

was selected because it was cost effective and easily administered. The use of a stratified

sampling technique lessened the chance of researcher bias, as  well as reduced the chances

of introducing any other source of systematic bias to the  study. The method also allowed

for the selection of a representative portion of the students in the selected community. 

The study remained ethical as the participants would be anonymous as no name or

personal information is required when doing the questionnaire. Informed consent would

also be given by each participant before the completion of the questionnaire.

  

Research    Primary Sampling    Data   Data   Treatment of  

objectives   sources technique collection   analysis ethical issues 
(what you   (people or technique 
need to   other
know)  sources
that will
provide
the data)  
-
Number  
- Type 

Objective 1- To The students Simple Questionnaire Percentages No name or

describe the of the Random personal
technological Wolmer’s Sampling information
changes that Trust High will be required
have been School for for completion
implemented at Girls’  of the
Wolmer’s Girls’ questionnaire.
High School. Informed
consent will be
given before
completion. 

Objective 2- To The students Simple Questionnaire Percentages No name or

evaluate the of the Random personal
changes in the Wolmer’s Sampling information
intangible Trust High will be required
culture of the School for for completion
Wolmer’s Girls’ Girls’  of the
High School as questionnaire.
it pertains to Informed
rules, norms and consent will be
attitudes. given before
completion.

Objective 3- To The students Simple Questionnaire Percentages No name or

identify the of the Random personal
areas of Wolmer’s Sampling  information
discrepancy Trust High will be required
between the School for for completion
technological Girls’  of the
changes and the questionnaire.
intangible Informed
culture of the consent will be
Wolmer’s Girls’ given before
High School completion.
(how traditions
have continued
despite
technological
changes and
how the girls
adjusted and
cope with them).

The Sociological Perspective

The positivist approach was used as the scientific method to gather the data. The positivist

approach is one in which only statistical and genuine evidence can be used to give a true

representation of how society works. The aim is to make data objective and unbiased so that it

can be truly factual. There should be a possibility that it can be tested and proven repeatedly

which would thus add to its reliability (Feigl, n.d.).

Stratified sampling is the technique that would be used and thus questionnaires will be used to,

this method will honour the positivist approach. Stratified sampling divides a population into

smaller groups and then information is taken from that sub-group. The participants in the group

have an equal and fair chance of answering the questions because they all experienced the same

level of education. The lack of direct involvement in the participants answering the questions on

the questionnaire will eradicate the possibility of a biased perspective.

The Sample

Sample Description of Sample Justification of Sample Technique

Technique Technique

Purposive Questionnaires will be issued
Sampling to members of the 6th form
as they are the seniors of the
school.
The students were chosen as they were the ones
that were there the longest and thus are the most
familiar with the school’s culture and thus
would let them be better able to identify the
school’s changes.

Purposive 40 students will be asked in Unbiased perspectives

Sampling all.
Data Collection Instruments/ Techniques

Questionnaire

1. How long have you been attending Wolmer's Girls’ High school?

a. 1 year

b. 5 years

c. 6 years 

d. 7 years

2. How has the shift from face-to-face classes to online learning affected how you learn?

a. It has not affected me 

b. I prefer face to face learning

c. I prefer online learning

3. How has the institution facilitated the transition to online school? Tick all that apply

a. Checking to make sure that every student has a device 

b. Accommodating children at school when internet issues occur

c. Checking a student’s level of internet access

d. Are lenient towards children who are having technological and internet challenges

  4. How has your personal attitude changed towards school due to online school?

a. It has been hard adjusting to online school and it becomes frustrating

 b. I feel lackadaisical and it becomes a drag

c. I prefer online school over physical school

d. I feel indifferent towards online school

5. How important is it for students to sign registration and be marked late if they don’t arrive to

class and school on time?

a. Registration is not something that is seriously implemented

b. The register is essential in keeping track of students so it is seriously enforced to be

signed on time

c. The register can be signed anytime with no repercussions

d. Registration isn’t taken

6. Attending school from the comfort of your home takes away from how focused you would be.
What are some of the changes of habit and attitudes that have been displayed by you? Tick all
that apply to you. 

Staying alert in class 

Diligently joining class early 

Focusing on the class 

Following face-to-face rules regarding eating while online 

Using a prescribed work area for classes 

Dressing appropriately for classes 

Turning my camera on for classes 

Signing the form register at the prescribed time

Never attending devotion 

7. What platforms are used in the day-to-day operation of school? Tick all that apply

a. Google Classroom

b. Google Forms

c. Kahoot 

d. Near pod

8. Do teachers have a firm understanding of the online platforms?

a. They do not always understand everything 

b. Some tend to be more technologically savvy than others

c. They majority understand and can manage

d. They do not have a firm grasp any at all

9. Are meetings at the school also conducted online?

a. Yes

b. No
10. What has changed in the teaching and learning experience since the transition to online
school? Tick all that apply

Type and frequency of assignment

 
Effort of teachers to ensure that the best methods are used to teach lessons and give assignments.

Enhanced teaching and learning experience 

None of the above 

Other 

11. In what ways have teachers tried to make the new teaching and learning experience effective
and enjoyable?

a. Online games for teaching topics

b. The use of visual aids like videos and power point presentations to showcase lessons

c. Giving assignments that allow a certain level of creativity to be completed through the
online resources

d. Other 
12. How are the attitudes of the teachers the same as in physical school?

a. They are the same

b. It is worse
c. It is better
d. Neutral
e. None of the above
 Other 

13. What are the major things you had to adjust to due to the shift to online education?

a. It was hard being able to focus because I was at home

b. The absence of a classroom setting makes learning difficult

c. Using the different online platforms for classes

d. Not being able to interact with teachers and peers

14. In what ways are students able to communicate with teachers and school administrators?
Tick all that apply.

a. Email

b. Google Classroom

c. Text messages

d. Phone calls
15. What improvements can be made to online learning? Tick all that apply

a. Less assignments

b. A change in the scheduling of classes

c. A more efficient means of communicating with teachers

d. Different methods of teaching

d. Other 

16. What is expected of the school in terms of the participation of students in classes? Tick all
that apply

a. Students are expected to be attentive in classes and answer questions promptly

b. Students are expected to be interactive with their peers and participate in discussions

c. Students are expected to be willing to share assignments given and offer explanations for
them.

d. Students are expected to be writing down important information given in class

d. Other 

17. Synchronous learning is interactive with a teacher being present in real time and students
being taught. Asynchronous learning is the conduction of a lesson without a teacher and students
are expected to do work from an assignment posted beforehand. Online learning has introduced
many instances of asynchronous learning. In what ways have teachers used asynchronous
learning in conducting classes? Tick all that apply

A document left to be read for the upcoming class

An assignment left to be completed in the teacher’s absence

Students expected to discuss a certain topics to get a beforehand understanding of it

before the next class
     Homework given to be completed to be submitted.
Presentation of Data

Figure 1

Things the institution did to facilitate the transition to online school

Figure 2

The platforms used in the day-to-day operation of school 

The platforms used on the day of school

Platforms Percentages
Google Classroom 100%
Google Forms 91.70%
Google Slides 66.70%
Near pod 41.70%
Quizzes 53.30%
Kahoot 54.20%
Figure 3

The effect of the shift from face-to-face classes to online classes

The effect of the shift from face-to-face classes to online classes

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%

It has not affected me I prefer face-to-face learning I prefer online

Figure 4

The change in personal attitude towards online school

The change in personal attitudes towards online school

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%

It has been hard adjusting to online school and the technological apllications needed
I feel lackadasical and it becomes a drag
I prefer online school over physical school

Figure 5