11. Practical Flashcards
What was our learning theories practicals aim?
To investigate whether social learning theory can be used to explain the modelling behaviour of more prosocial behaviours in society.
What was our learning theories practicals non directional hypothesis?
There will be a significant gender different and females will say thank you more to the bus driver than males on public transport.
What was our learning theories practicals null hypothesis?
There will be no significant difference in prosocial behaviour between men and women in society on buses.
What observation method did we use in our learning theories practical?
Covert, non participant, naturalistic observation.
What sampling method did we use?
Opportunity sampling
(Participants are chosen at the time and place of data collection and are most easily available).
Describe our learning theories practical sample.
A mix of male (42) and females (44).
Describe our learning theories practical.
- Observers will get on the bus in groups of 3 and position themselves near to the driver.
- They will record qualitative data (descriptions of pro-social/anti-social behaviour) when participant’s are getting on or off the bus.
- They will record quantitative data (tally if participants say thank you) when participants are getting off the bus.
- All data will be recorded on a smartphone to protect researchers from harm (covert observation).
- Observers will leave the bus after recording data for 5 males and 5 females.
What were our learning practicals results?
42 males:
-11 prosocial
-31 antisocial
44 females:
-17 prosocial
-27 antisocial
Total:
-28 prosocial
-58 antisocial
What did our learning theories practical conclude?
-There is a greater number of anti social males (31) than females (27).
-There is a greater number of pro social females (17) than males (11).
-There is a greater number of anti social participants (58) then pro social participants (28).
What did we find from conducting a chi squared test on our results?
There is not a significant difference between males and females in terms of pro social and anti social behaviour on bases as the calculated value (1.72) was less than the critical value (3.84) at a significance level of 0.05 Therefore we will accept the null hypothesis and reject the alternative hypothesis.
What is a strength of our learning theories practical’s generalisability?
-We used a large sample of 86 (42 males, 44 females).
-This is a strength as the sample is representative of both genders, so our findings on differences between males and females pro/anti social behaviour can be generalised to the target population of males and females as the sample is not androcentric.
What is a weakness of our learning theories practical’s generalisability?
As all the bus routes are in SW London, behaviours can only be generalised to those in the same area, lowering generalisability of our findings to the target population as it’s not representative.
What is a strength of our learning theories practical’s reliability?
-We followed a standardised procedure, recording the first 5 participants of each gender getting off the bus.
-We took note of the bus routes and times in which the behaviours were recorded. Having this standardised procedure allows for replication of the study to test for consistency in results that males show more anti social behaviour.
What is a weakness of our learning theories practical’s reliability?
In our practical there was a lack of standardisation, due to the fact that the participants will have experienced a variation of extraneous variables like crowdedness in the bus which could affect their behaviours.
What is a strength of our learning theories practical’s application?
Our practical has high real life application as it can be used to represent aggression levels in society as we conducted our practical on public transport, mimicking real behaviours. This is a strength as it means our findings on pro and anti social behaviour through social learning theory are useful to better explain aggression levels society.
