Sociology of Education.

NDEJJE UNIVERSITY
FACULTY OF EDUCATION- KAMPALA CAMPUS
END OF SEMESTER EXAMS
NAME: TUNGWAPE MIRIAM
REG NO.: 19/2/358/W/022
COURSE: BECE
COURSE UNIT: SOCIOLOGY OF EDUCATION
COURSE UNIT CODE: BPS 1201
YEAR: 1
SEMESTER: 11
PROGRAM: WEEKEND
QUESTIONS ANSWERED: 3, 5, 6
TUNGWAPE MIRIAM (19/2/358/W/022)

3.(a)
Sociology is an academic that is concerned with the functions, structure and roles of social
institutions. Therefore, Sociology of education is the branch of sociology which examines the
important social activities in schools. It is concerned with educational aims, methods, institutions,
administration and curricula in relation to the economic, political, religious, social and cultural
forces of the society in which they function.
Sociology of education refers to the study of the relations between education and society. It is
concerned with the social patterns and processes that exist in an educational institution system.
Sociology of education combines two concepts; education and society which provides analysis of
social interaction within the school and the community. It is a study of a set of changing developing
relations between education and other social structures such as the classroom, school, colleges and
social systems.
As far as the education of the individual is concerned, sociology of education focuses on the
influence of social life and social relationships on the development of personality, thus, sociology
of education emphasizes sociological aspects of educational phenomena and institutions.
The content of the sociology of education therefore included such general concepts as the society
itself, accommodation, assimilation, cultural lag, sub culture, status etc. Such other considerations
as the effect of the polity and economy on education, the social forces and determinants that effect
educational and cultural change; the social institutions involved in the educational process – the
family, the school and the church; various problems of role structure and role analysis in relation
to the total social system and the micro-society of the school; the school viewed as a formal
organization, involving such problems as authority, selection, the organization of learning and
streaming; the relationship between social class, culture and language, and between education and
occupation; and problems of democratization and elitism, all fall within the purview of sociology
of education.
Sociology of education examines the problems of role structures in schools for example teachers,
tutors, administrators, students, student leadership and many others. Sociology of education is also
concerned with the study of schools as bureaucracy. It examines the role of the governing body of

the school such as teachers, school administration, student’s prefect’s body, the school
management, finance committee among others.
Sociology of education also seeks knowledge of the effect of the economy on the type of education
provided by the state in terms of finance policy, development of the national system of education,
goals of education, Universal Primary Education, Universal Secondary Education, Girl Child
Education and many others.
Sociology of education systematically observes, analyzes, describes and explains education in

regard to it’s social use and significance in society. It is concerned with how knowledge is
transmitted in education institutions, particularly in classrooms.
Other aspects of sociology of education includes sociology of a classroom for example how
students in a classroom relate with one another. It is also concerned with the teaching of a
profession as a whole for example; what are the characteristics of a profession and how they apply
to teaching as a profession.

3.(b)
A social institution is an enduring social structure through which human society organizes, directs
and executes the various functions of activities required to satisfy human needs. Examples of social
institutions include the family, the school, religious institutions, peer groups and the community.
A school is an educational institution designed to provide learning spaces and learning

environments for the teaching of students or pupils under the direction of teachers. The names for
these schools vary by country but generally include kindergarten and primary school for young
children, secondary school for teenagers who have completed primary education and an institution
where higher education is taught, is commonly called a university college or university.
School is an important part of the society. It is known as a social institution because it is the school
which provides an exposure to educators and it prepares the students to occupy social roles
according to their capacities after completing the school level. School is considered as a second
home for students because it is at school where students spend most of their time.
The functions of a school as a social institution include;
1. Socialization.
Socialization is a process of induction through which individuals become competent
members of their society and function in it as responsible adult members such that at the
end, an individual is able to live fully in the new society. Schools have become important
agents in preparing children to become fully fledged members of society.
Socialization takes three forms in school;
a. Official Curriculum.
This is what the school system and its teachers announce as their content and goals.
This is where society transmits its accumulated knowledge and skills from one
generation to the next. It is where we officially pass on our culture values, tradition and
official heritage. The curriculum reinforces what was learned in the family but also
instills new characters to the students, for example teaching values of tolerance to a
child from a resistant family. Here the child learns to recognize and obey rules, learns
to behave in group settings, sit quietly and listen to teachers, participate in social events,
and accept responsibilities.

b. Social Curriculum.
Under the social curriculum school teaches social behavior appropriate for peer groups.
Social curriculum is a means to teach students how to interact and empathize with one
another. It is how to ensure students feel good about themselves and their relationships.
When students learn a social curriculum, they are socially aware and emotionally
intelligent. They understand their emotions as well as the emotions of others. The social
curriculum can be reinforced through greeting one another in a way that shows respect:
eye contact, a kind tone of voice, an appropriate handshake, sharing with one another
among many other ways. The social curriculum is also achieved through organized
sporting activities in schools such as football games, basketball, cricket, golf which
teach the value of team work as students learn to cooperate with one another.
c. Hidden Curriculum.
This is the learning of rules of behavior needed to function formally in organized
groups. It refers to the unwritten, unofficial and often unintended lessons, values and
perspectives that students learn in school. It consists of those things’ pupils learn
through the experience of school rather than the stated educational objectives of such
institutions.
As preparation for adult world of formal organization, workplace and authority in these
places, the hidden curriculum stresses things like formalization and standardization,
following instructions, obedience to authority figures that are not parents, learning to
control behavior and fit into the group. For example, the program of timetables teaches
students how to organize their schedules and program throughout their day when they
grow up to become adults, as well as the value of time keeping.
2. Cultural Transmission
Cultural transmission refers to the way people come to learn the values, beliefs, and social
norms of their culture. Both informal and formal education include cultural transmission.
School protects the historical continuity of society. It performs the function of acquainting
the new generation with ancient myths and legends and maintaining the patterns of

behavior in the form of traditions and customs. So, students become aware about ancient
myths and legends and behavior thereby they behave in a particular social way. These may
be applied in ways such as performing drama plays. For example, in the study of social
studies in schools in Uganda, legends are told such as Kintu and Nambi, Gipir and Labong
which teach students about the origins of different ethnic groups and cultures, how they
behave, and why respect of their differences fosters unity.
During education, the teacher while teaching, learns the socio-cultural norms himself. For
example, as the teacher teaches, students are also able to share their experiences in relation
to cultures and norms learnt at home. While teaching he or she adds her or his own
experiences in the knowledge what he received from his parents and teachers.
3. Social control.
School plays a vital role in regulating individual behavior through transmitting a way of
life and communicating ideas and values to the new generations. Schools are responsible
for teaching values such as discipline, respect, obedience, punctuality, and determination.
Schools teach conformity by encouraging young people to be good students, hardworking
future workers, and law-abiding citizens. This is done by the enforcement of school rules
and regulations, for example learners are expected to respect and obey their teachers,
insubordination could lead to indefinite suspension of the student.
4. Cultural Innovation
Educational institutions create and transmit cultural values. The teacher does not transmit
the same knowledge without change. By adding his experience, he makes knowledge up-
to date and according to the requirements of society. The teacher educates the new
generation thus brings social change.
Center of higher education bring change in our lives through the research conducted by the
scholars. Research in the sciences, the social sciences, the humanities, and the fine arts
leads to discovery and changes in our way of life.
For example, medical research at major universities has helped increase life expectancy,
such as the discovery of ARV’S has enabled people infected with HIV AIDS to live a long

life, just as research by sociologists and psychologists helps us learn how to enjoy life more
so that we
can take advantage of our longevity.
5. Social Integration
Social integration refers to the extent to which individuals participate in a variety of social
relationships, including engagement in social activities or relationships and a sense of
communality and identification with one's social roles.
School molds a diverse population into a unified society. It creates social organization in
the society by harmonizing the attitudes, ideas, habits, customs, emotions and sentiments
of the
people. Here, students get to learn about their roles in their societies and how they can
participate in their growth for example voting of prefects in schools allows students to learn
to exercise their right to vote at the national levels.
The school provides social environment before children by organizing students’ inions,
social service camps, social functions and parents- teacher association meetings, concert
days, outreaches. This is so that all the socially desirable values namely sympathy, co-
operation, tolerance, social awakening and discipline in them so school develops social
dealing in all children. School encourages children to come in active contact with the
libraries and youth welfare countries organized by the community or government. This is
normally done through community outreaches, fundraising schemes in which students
learn about the issues affecting their communities and how they can relate to them.
6. Develop patriotism.
Patriotism refers to the feeling of attachment and commitment to a country, nation, or
political community. Patriotism develops through education in the young generation.
Students recognize themselves and their duties towards nation. Students learn the duty and
civic rights for the country as a responsible citizen. This is done through learning and
singing of the national anthem on assemblies, studying about history of the country’s
leadership, celebrating cultural diversities through cultural days. All these and more enable
the students learn about their nations and how they can make it a better place. For example,

when students are taught the dangers of littering and pollution they learn to protect their
country through advocating for recycling.
7. Social Placement.
Social placement refers to the use of education to improve one's social standing.
In school, students’, physical, mental, emotional and social are developed. School involves
all students in different co- curricular activities so that students develop physically,
mentally and socially. For example, through curricular activities like puzzles, games, group
discussions and sports. These develop students’ physically, socially and mentally thinking
skills and co –curricular or extra activities such as debates, elocutions, and competitions
which develop individual differences, talent and skills. They also develop leadership traits
through appointments of class captains, prefects and counsellors.
Learners therefore achieve their status according to merit. Schools, therefore enhances
meritocracy by rewarding ability and effort regardless of social background and provides
a path to upward social mobility. For example, in Uganda after students have completed
the education processes and graduated from university, they achieve the status of ‘a learned
person’. They are respected in society and can be accepted into different job opportunities,
as a result of having gone to school.

3.(c)
Socialization is a process of induction through which individuals become competent

members of their society and function in it as responsible adult members such that at the
end, an individual is able to live fully in the new society.
A family is an intimate domestic group of people related to one another by bonds of blood,
sexual mating, or legal ties. The family acts as a primary socialization of children whereby
the child first learns the basic values and norms of the culture they will grow up in.
Mothers and fathers, siblings and grandparents, plus members of an extended family, all
teach a child what he or she needs to know. For example, they show the child how to use
objects such as clothes, computers, eating utensils, books, bikes; how to relate to others,
some as “family,” others as “friends,” still others as “strangers” or “teachers” or
“neighbors”; and how the world works, what is “real” and what is “imagined”.
Families have the following roles as far as socialization of a child is concerned;
Families care for children.

At infancy, families are the first socialized environments of a child. Shortly after the birth,
newly born babies are inclined to the surroundings and begin the acquisition. The senses
such as ears, eyes, mouth and skin of the child show the feeling of hearing, sight, eating,
drinking, cold and heat, etc. The care of family members; dad, mum, siblings and other
relatives feed, bathe, dress, hold, take care of regular hours for sleep and meal. These
activities of care accustom children to eating foods beside mother’s milk has helped
children get into the routine, habits that are essential in life. At this period, families are
almost the only and very important socialized environments to children.
Families provide for children.

Family makes a provision of a home or a common habitation for its members. Here both
husband and if live together for procreation, protection and care of the children. It is a place
of multifarious activities. All the members of the family depend on home for comfort,
protection and peace. It is that institution which provides mental and emotional satisfaction.
Members of the family exchange their love, sympathy and affection among themselves.

In addition, family fulfils the economic needs of its members. This has been traditional
function of family. Family provides essentials such as food, clothing, shelter education,
medical health to ensure total well-being of the children under their care.
Families inculcate moral values in children.

Families lay the foundation of personality and character by encouraging, stimulating,
praising. Children learn desirable morals such as greeting parents when they come home
from work, washing hands, bathing to keep clean, taking medicine when sick, and sharing
toys with friends.
Families ensure that children are disciplined.

Discipline is the process of teaching your child what type of behavior is acceptable and
what type is not acceptable. In other words, discipline teaches a child to follow rules.
Effective discipline uses many different tools, like positive reinforcement, modelling, and
a loving and supportive family. Sometimes, punishments are also an effective tool-but that
doesn’t mean that good discipline is mostly about punishments.
Families also help children build sense of responsibility

This is by engaging children in specific household activities such as helping mothers with
household chores like cleaning, washing, cooking, babysitting. They also help fathers in
hunting, digging, fetching water, running errands like shopping.
Family provides guidance and counselling.

Families provide children with social experience on how to behave in society as well as
build up etiquette. Families will motivate, sympathize, comfort children them when they
are defeated, discouraged and help them with knowledge, essential understanding to
develop be self-control at the pre-puberty when the body sees great changes.
For example, in the Karimojong tradition, the young girls would gather to learn private
lessons of life from aunties and grandmothers. In this gathering, young ladies learn personal
grooming, among other values. Their hair would be plaited and their body polished with

red cam wood and adorned with designs. Songs, storytelling, and dancing would permeate
the night. Mothers would lay out the facts of life and what it meant to be beautiful.
During adulthood, individuals develop themselves, build social experience, and prepare to
join working groups, social organizations or new communities. At this age, people’s
character has basically been formed. Families then play a role in orienting individuals with
basic issues such as which jobs to do for a living (job orientation), which lifestyle to follow
(value orientation), whom to love (marriage orientation).
Family acts as a role model for character traits developed by children.

Children learn by observation of characters demonstrated by adults they admire. A case
study can be in the area of marriage. At the pre-marriage and parentage, the awareness of
roles as wife, husband, mother and father has existed from families through behaviors
between parents, attitudes and emotions of parents to children. Families give individuals
motives, desire for marriage and help them know how to behave when they are married.
Before getting married, each person has long observed his parent marriage. The marriage
roles are learnt mainly from the roles shown in their parents’ marriage. The marriage
pattern of parents plays an extremely important role in educating-socializing marriage roles
of children. For example, parents’ happy marriage will be a good foundation for children
marriage afterwards. Unguaranteed parents’ marriage such as divorce, separation, frequent
arguments and fighting will have a big impact on children’s marriages.
Families maintain the cultural heritage of the society.

Culture is a defining feature of our identity and it is no different for the children and young
people in our care. Culture contributes to how children and youth see themselves and the
groups with whom they identify. Cultures are defined by race, ethnicity, economic class,
language, disability, gender, sexual orientation, age, geography, immigration status, and so
forth. Families can maintain cultural heritage through telling folk tales, singing songs,
engaging in traditional functions such as introduction ceremonies, keeping in touch with
the ancestral lineage for example vising relatives.

5.
Mass media means technology that is intended to reach a mass audience. It is the primary
means of communication used to reach the vast majority of the general public. The most
common platforms for mass media are newspapers, magazines, radio, television, and the
Internet. The general public typically relies on the mass media to provide information
regarding political issues, social issues, entertainment, and news in pop culture.
Mass Media is divided into 3 categories;
I. Print Media
The oldest form of media is print media. It consists of any type of printed material.
They include books, newspapers, magazines, journals, newsletters and many more.
II. Electronic Media

Secondly, we have electronic media which made information entertaining. It was
made possible with the help of television, radio, movies and more.
III. Digital Media

With technology evolving by leaps and bounds, digital media has in a way
overtaken the other forms of media. With its help, the conversation became two-
sided. Digital Media is a fast and efficient form of mass media. It encompasses all
types of social media, blogs, forums, web portals, and others.
The mass media have become a well of message around the world of today and have
entered into all the structures of daily life, can be used and in fact is being used as a means
of education.
The various tools of mass media have contributed to the process of education in the
following ways;

Electronic Media in education.
Radio
The radio is a source of media, which normally people listen to, in most cases, it is the
electronic medium of communication. Radio acts as the medium of mass-communication.
It is used mainly to broadcast events to far and wide places of the world. It is also a very
important source of entertainment. Every day, we listen various talks, discussions and
debates from radio. These are extremely important and useful for the students. Especially
for the purpose of teaching, many programs are broadcast over the radio. So radio acts as
a great recreational and education force. It broadcasts scientific and cultural facts. It
enlightens public opinion. It stimulates curiosity and interests.
The radio has proved a valuable supplement to class teaching and learning Educational
broad-casting is comparatively a new experiment and is catching on well. Through school
broadcasts, expert leaching in such diverse fields of science, social studies, art, music,
languages, politics, current affairs and other areas, can provide information and enrichment
for pupils and for the teacher.
The educational programs are broadcasting by the expect teachers with effective methods
which demonstrate new ideas and approaches to classroom procedures. Programs are
especially designed in-collaboration with the experts for different age groups in the
schools.
Educational radio broadcasts provide “listening participation”. In radio the emphasis is on

sound, rather than on picture. So many programs especially for the purpose of teaching are
broadcast over the radio and special events and occurrences in the world are brought from
the source immediately into the classroom.
As a part of classroom teaching, an educational program may be preceded by an

introduction by the class teacher and followed by long discussion among students on the

subject-matter under the broadcast discussion. So important happenings, elections,
inventions, political developments in other countries and other current topics may be heard
and discussed in the classroom.
Educational radio broadcasts are effective means of presenting music, drama and
appreciation.
Various talks, debates & discussions held over the radio are extremely informative and
useful. For the school children, different items of the school subjects can be presented in
the form of dramatized programs.
Educational radio has excellence through dramatization, dialogue, musical features and
another creative program which are not possible in day-to-day classroom teaching. Besides
these, school concerts, folk and classical music, drama and discussion program of school,
local and from other states are sometimes broadcast for listening in by other schools in
Uganda.
Educational radio broadcasts are team-teaching demonstrations.

The radio also provides opportunity for student participation in various program such as
quiz competitions, travel talks, plays, stories, development of lessons, projects and work
program in the form of team-teaching demonstrations. This is being arranged by the
combined efforts of the best resources in consultation with the specialists and some other
subject experts. Subject content, curriculum validity, suitability for age groups and
teaching methods are all kept in mind while accomplishing the program.
Educational radio broadcasts enlist the participation of local teachers and pupils.
Well-planned radio broadcasts are presented in such a way as to engage the active
participation of the local teachers and pupils. So, there should be preliminary study and
discussion on the topic before broadcast time. The class may be encouraged through
broadcast suggestions to carry on follow-up discussion, projects or creative activities.
The teachers and the pupils both should prepare material thoroughly before presenting the
program. They should utilize all resources possible to make the program of a very high

quality and worth-listening into from the point of view of content, speech, style, audibility
and presentability.
Educational radio broadcast helps in the long run, to make learning an open system.
Educational radio can offer corrective programs for self-learning by the individuals. It can
reach the participants while at work, at play, at drawing room, at recreational centers
breaking all boundaries and constraints of formal education. Being an expensive medium,
it has reached villages and is now available in very comer of the society.
Since learning directly from the teacher is minimal and there is increasing stress on a
system of open learning to overcome the rigidities of formal education, and there is more
emphasis on learning through various mass media. Educational radio broadcasts are
expected to play an important role towards a system of open learning. The non-formal
approaches of educational radio can supplement the movement for de-schooling society.
All the programs lead towards a learning society where everybody can learn at any time at
any place.
Radio is, at present, not only one of the popular mass media, but also a potential
instructional tool in the formal, informal and non-formal education. It is now giving more
emphasis on the planning and production of science programs in both the formal and no-
formal spheres of educational broadcasts.
There are also special programs for teachers and teacher-education in most of the stations.
These are intended to familiarize methods of teaching. These services have been more
necessitated in recent years on account of large changes in school curriculum and
methodology particularly in subjects like science, mathematics, social studies and English.
Secondary School Broadcasts aim at helping students and teachers by giving up-to-date
content knowledge, providing new approaches and methods of teaching. A few non-
syllabus programs are however, broadcast in order to break away from the stereotyped
formal education, for doing away with monotony in the curricular topics and also to

stimulate awareness and curiosity about the modem world dealing with them ranging from
popular science to current affairs.
Besides secondary schools’ broadcasts, primary school programs have recently assumed
greater importance. This has been done in order to reduce wastage and stagnation at the
primary school stage by making the school situation more attractive and interesting.
The radio with its vast resources can organize a series of programs in order to bring
universalization of primary education and promote adult literacy. The programs are being
related to their education, health, hygiene, nutrition etc. with a thrust on bringing the
audience into the mainstream of national life.
So, radio is an effective medium. It has occupied a significant place in communication. It

is also playing an important role in education. It not only informs, but also inspires. It not
only inculcates values and virtues, but also creates attitudes, interests and appreciation.
Television
The Television is considered to be the major source of entertainment. Individuals watch

movies, serials and other programs on television and acquire information.
Today, television has become an extremely popular source of entertainment among
youngsters. We listen and see the instruction of the speaker from the television. So the
whole personality of the child is engaged in the task. Hence, it has become the most
important and powerful agency of mass communication. In television, news items are not
only read out but the events are shown. As a result of which not only problems are discussed
but practical remedies and solutions are also suggested.
So, educational television is the most recent audio-visual media for class instruction. There
are programs on the television especially for the school children. These programs are aimed
at educating the school children and they instill good moral values. Television can give a
very good idea of the history of the country through dances, short-films on historical places,

museums etc. Thus, television plays a vital role as a means of mass media in educating the
masses.
Educational television brings about continuing co-operative planning by teachers,

supervisors, learning materials exports and skillful production teams.
Good and effective educational television broadcasts result from the outgrowth of
curriculum planning, of content analysis and of the selection of this most appropriate
instructional media
It can use a variety of audio-visual aids, motion pictures, film-strips, slides, recordings,
drawings, maps and other projected and non-projected aids can be demonstrated through
Television. Video-tapes and recordings on television bring us the launching of space
rockets, of political and social events.
There are numerous kinds of programs on television, that contribute in making provision
of knowledge on various areas such as education, relationships, how to communicate,
respect for the elderly individuals, promote proper growth and development of the children,
form appropriate terms and conditions at the workplace and within the community, and
through television programs and cinemas, individuals acquire knowledge about how to
present themselves in an adequate manner.
National problems like those of population and poverty and illiteracy are often highlighted
and discussed over the television.
It plays an important role to play in educating the children on the history and culture of our
country. It gives a very good idea of the history of the country by telecasting various
programs through dances, short films on historical places, museums etc.
Thus, television plays a very vital part, as a means of mass media in educating the masses.
It is a dynamic and powerful medium which influence education. Its effective use is based

upon the fundamental psychological principles of learning which apply to all successful
processes of learning.
Print Media in education.
Newspapers and Magazines.

Newspapers and magazines are regarded to be the major sources that make provision of all
kinds of information and knowledge to the individuals on various issues and concerns.
They include information about education, employment opportunities, current affairs,
notices, advertisements about products and services, fashion, health, diet and nutrition,
medical and health care services, technology, business, management, administration and
so forth. There are numerous kinds of newspapers and magazines, which provide abundant
information on various issues and problems. Individuals who are not able to access the
internet are able to obtain information through newspapers and magazines.
Newspapers;
Newspaper-based activities engage students in interesting and enjoyable
activities and they also encourage them to further reading. They usually reflect the
culture of a certain community through the language they contain. Newspapers also
`reflect the changes in the language as well, and in doing so, help students and teachers
keep up pace with such changes.
An educated individual one who has an open mind, a general awareness and knowledge of
the world around him. His field of knowledge is vast and varied. Newspapers contribute
very largely in education for the above end. Press not only gathers events, they also present
their own views on issues.
So, the reader gets an opportunity to consider an issue from many angles. Press also
contributes to the study of History, Geography, Science, Literature etc. The knowledge is
supplemented to these subjects by the newspapers.

It is possible to link certain topics with everyday life by means of the press through
newspapers and other journals. The child must be aware of what is happening in the world
around him.
So, the press is an important service that can render to education by imparting knowledge
of current affairs to children. News regarding earthquakes, cyclones, new planets and
political changes may be brought to the notice of the pupils by the press. It also gives a
great deal of historical information. The pupil’s limited knowledge of history may be
elaborated and enhanced by this press.
In choosing suitable newspaper materials to use in the classroom, the teacher may
use some pre-activities and while-activities that can be used in combination with one
another. Some of them are listed below.
-Give the students the material before the lesson, ask them to look for vocabulary
as home work
-Explain key vocabulary in the materials
-Summarize the newspaper item
-Ask the students to brainstorm what they know about the newspaper item
-Let your students read a newspaper report
Magazines
The modern magazine succeeded as a mass medium chiefly because of its original role as
an adjunct of the marketing system. Like the newspaper, it was able, over the years, to
appeal to an expanding range of tastes and interests.
They provide a valuable source of authentic materials which can be easily

adapted to classroom use. The wide range of topics they cover allows teachers to use them
in many different subjects and occasions. They provide facts, data and stories which can
serve as supplements to subject content.
Magazines are child friendly as they are full of pictures and colors. Young

children especially are easily attracted by colorful magazines and this may
serve as a tool to motivate the students’ reading skills
Magazines offer to students a ‘real’ natural source of language comprised of

words characterized by several connotational components pertaining to a
wide variety of language styles, enriching this way the students’ passive and
active vocabulary.
Magazines, similarly to newspapers, are the first to present to students and

not only the changes in which the language undergoes and they can do this
much faster than textbooks as they are published daily, weekly or monthly.
Magazines can also be used basically for the culture they transmit. Since they
serve as a country’s mirror, students are able to be in contact with the culture
of the language they are studying through magazines in particular and printed
media in general.
Digital media in education.
The Internet.
Internet has influenced the lives of the individuals not only in India but in all the countries
of the world on the wide range. Individuals are able to access information on each and
every issue and concern on the internet at any time. The internet facilities largely contribute
in making provision of information to the individuals even in buying and selling of
products and services. Individuals are largely depending upon the internet to carry out all
kinds of day to day activities and functions.
The internet has allowed students to be in constant touch with their teachers or with other
fellow classmates with the help of social media, messaging apps and chat forums. Parents
can interact as well as communicate with teachers and school authorities about their kid’s

performance in the school. Interaction with the like-minded people on forums can help
students to explore new ideas and enrich their knowledge.
The Internet has become a major tool for effective teaching as well as a learning tool.
Teachers can use it as a teaching tool by posting their teaching materials such as notes and
videos on school website or forum. The learning process becomes interesting and diverse
with the use of tutorial videos and notes. Teachers can teach with the use of animation,
PowerPoint slides, and images to capture the students’ attention.
Students can easily access quality education materials like tutorial videos on YouTube for
free or pay fees online for more quality study materials. Teachers can also make use of the
internet by proving the students with extra study material and resources such as interactive
lessons, educational quiz as well as tutorials. Teachers can record their lectures and provide
it to the students for revisions which is better than reading from notes.
It helps the students with the learning process as it helps to simplify the knowledge. Also,
it helps to visualize what is being taught by the teachers in school. If you want to prepare
for final exams, you can access Video Tutorials and other resources online through the
Internet.
In conclusion, mass media have proved to help in classifying concepts, stimulating group
and individual activities, developing a collective critical awareness, changing attitudes,
imposing a new structure or organization on certain subjects and encouraging originality
and creativeness. Therefore, teachers have to be properly motivated and made interested in
the use of such materials. And they have also to be trained and oriented in the adequate use
and maintenance of the materials.

6.(a)
A subculture in a classroom can be described as a group of students who share similar behaviors
and views in a teaching and learning environment. They are often a response to how students feel
they have been labelled by teachers. These subcultures in a classroom can be both positive and
negative.
The four basic types of sub-cultures in a classroom setting include; academic subculture, fun
subculture, delinquency subculture and vocational subculture.
A student can belong to one subculture but also participate in another subculture. the barriers
separating the subcultures is being continuously lowered, allowing students to incorporate
elements of other subcultures in their own. Therefore, a student can belong to one subculture but
also hang out with people of another subculture.
Attachment to peers is what causes people to change subcultures or incorporate elements of other
subcultures to their own. Students’ values, beliefs and aspirations tend to change in the direction
of the dominant values, beliefs and aspirations of the peer group
Subcultures do not consist of formal leadership, formal membership, or any explicit organizational
structure. Rather, subcultures have loose and informal participation, as the boundaries of who and
what embodies a subculture are contested and fluid.
Sub culturists not only share an identity, they also share values, practices, and cultural objects. For
example, they may have words of communication only known and understood among themselves.
This is normally referred to as slang.

6.(b)
The four types of sub-cultures in a classroom setting include;
1. Academic Sub-culture.
An academic is a person who is focused on their academic studies. An academic subculture
is therefore a situation where the majority of students are interested in academic work.
Most of them are eager to learn and actively participate in classroom activities such as
discussions, class presentations, exercises given, note taking.
They pursue knowledge with much enthusiasm by asking questions which help the teacher
gauge how much of the lesson they have understood, studying ahead and making research
on learned topics. In such a classroom situation, a stubborn student is contained and
therefore, such classrooms are characterized by high levels of discipline and in most cases
perform well academically.
Academic subculture however, may be uncomfortable especially for the slow learners who
may be left behind or they are over shadowed. Such a classroom atmosphere requires
thorough preparations.
2. Vocational sub-culture
This is where the dominant group of students are those who are not interested in academic
work. They are only interested in obtaining academic qualifications as a means of survival
for example academic documents could enable them get a better job or higher pay, as per
say.
They are resistant to intellectual demands on them beyond what is required to pass the
academic level they are currently in. They are just there to learn a few skills to enable them
fit in society and a few of them go beyond ‘O’ level.
3. Fun sub-culture
This is a group of students who are more interested in having fun and socializing than on
studies. They are Indifferent to serious demands from their academic work but choose to
pursue fun in form of sports, parties, music, fashion, and many other ways.

Most of the activities that surround these students are to make them the leading crowd
which gives them an opportunity to seek identity among others.
These fun-loving students tend to break the tension that might have built in the classroom
as a result of too much academic work. As teachers teach, it is important to crack a joke
but also be careful about these students in the class rooms who want to show off so much.
It is important to be in position to handle these cases and try to change and motivate them
towards academic work. If not handled well, they can bring about poor classroom control
which interferes with teacher’s time tabled work.
4. Delinquency sub-culture
Every society has a set of standard behaviors that every member must abide by. In schools,
there are standards of behaviors in form of rules and regulations and it is expected that
every student abides by these.
There are students who do not abide by these rules and regulations but because some of
them are young, they are called delinquents. Such students normally rebel against set
classroom rules, are hostile to their teachers and colleagues, as well as engage in a series
of destructive activities like strikes in schools, stealing, escaping from school.
These students may do well in a class that they enjoy, however, in classes, where they
disagree with the teacher, they may for instance, choose not to participate and perform
poorly in such a subject.

6.(c)
Teacher expectations may be understood as the belief a teacher has in the achievement potential
of his or her students. Some of the expectations that teachers have of their students include
attention in class, participation in school activities.
There are a number of characteristics that influence a teacher’s expectations and these include;
Parent’s occupation
Students whose parents have high paying occupations prepare their children in a supportive
environment for schoolwork and such students adjust quickly to school, hence coming to like
school activities, while for students whose parents have poor paying occupations, the emphasis is
on immediate earning. These students have to do a lot of work such as babysitting, fishing, selling
things by the roadside and therefore have less time for academic work.
Sex of the student

The other characteristic that strongly influences teacher expectations is student gender. This is
worrying since differences in teacher expectations between boys and girls may also lead to a
gender gap in academic performance. For example, some teachers consider male students to have
better mathematical abilities than their female classmates, and that this results in boys achieving
better grades than girls.
Age of the student

Teachers expect older students to behave in a mature manner and exhibit high levels of discipline
in school. This is because they have more experience in the learning environment and can act as
role models to the younger students, as well as mentor them in their academic journey. While
younger students are expected to exhibit different characters ranging from positive to negative,
depending on their social background, family and the schools they have attended.
Behaviors of the students

This refers to the way the students conduct themselves in a learning environment. Well behaved
students are expected perform well academically because of their high levels of discipline. They
are able to organize themselves mentally and participate in classroom activities such a quizzes,

tests, discussions and presentations being intellectually focused. While, on the other hand, students
with poor behavior are expected to perform poorly due to misconduct in the classroom, they are
normally sent out by teachers, hence missing lessons. They are not interested in studies and so are
resistant to do any academic work, which leads to low grades.
Ability expressed in terms of prior academic achievement or performance.

Teachers are charged with the responsibility of keeping records about their students. Students who
have exhibited high academic grades are expected to continue doing the same, while those who
are always at the tail end of performance are considered laggards with little or no interest in studies
and can otherwise only improve through great academic help, such as personal tutoring.
The way students respond to teachers.

Students who respond positively to their teachers are expected to achieve high academic grades.
This is because they pay attention to the teacher, engage as much as possible through questions
and discussions and are able to apply what they have learnt in school to gain a better standard of
living. While, students who respond to their teachers negatively often miss out on the opportunities
of great mentorships and learning opportunities. These often rebel against their teachers and do
not want to participate in classroom activities.
Social economic status of the student

students from socio-economically deprived backgrounds are considered by their teachers to have
a less promising future than those students with more favorable socio-economic characteristics.
Due to the financial position of parents under this class, they can buy school facilities and materials
for their children, pay fees on time and thus, learning is facilitated. While, children from a lower
socio-economic status are more likely to encounter problems such as parents’ inability to cope
with school expenses which could easily lead to dropout.
Physical appearance of student

Teachers expect their students to be smartly dressed in school uniform and present themselves
neatly on time for studies. However, some students such as girls spend so much time on their
appearance, leaving less time for the academic work. While on the other hand, boys who in most

cases spend less time on their appearance reach classes on time and have more time to complete
their assignments.
Status of the school

Teachers who work in prestigious schools expect their students to stand out academically due to
the availability of qualified teaching staff, adequate teaching and learning facilities which also
encourage a teacher to invest heavily in his or her work with an expectation of high pay. While,
schools with low status in society are expected to have academically dwarfed students because
their teachers normally leave the classroom to look for better paying jobs, hence leaving the
students unattended to.
Location of the school.

This refers to the accessibility of the school to the students. When a school is reachable, this allows
students to arrive on time, organize themselves and settle before lessons, as well as accessibility
of learning materials like books in the library. While, when a school is out of reach for the students,
parents incur heavy transport costs, students arrive late, in the middle of lessons and miss out on
academic content.


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NDEJJE UNIVERSITY

FACULTY OF EDUCATION- KAMPALA CAMPUS

END OF SEMESTER EXAMS

NAME: TUNGWAPE MIRIAM

REG NO.: 19/2/358/W/022

COURSE UNIT: SOCIOLOGY OF EDUCATION

COURSE UNIT CODE: BPS 1201

TUNGWAPE MIRIAM (19/2/358/W/022)

TUNGWAPE MIRIAM (19/2/358/W/022)