-Lesson 14 Sociometric Techniques

8/18/2019 -Lesson 14 Sociometric Techniques

1/38

EDRE 146 • GROUP 5

SOCIOMETRIC TECHNIQUES


2/38


WHAT ISSOCIOMETRY?


3/38


! Whole Class

! Guidance Counsellor or ClassAdviser

! Who would you tell a secret to?

! Who would you invite to your birthday party?

! Who would you lest like to play with?

WHAT IS SOCIOMETRY?


4/38


! Sociometry is a method for evaluating the social

acceptance of individual pupils and the social

structure of a group.

! It is based on pupils choice of companions

! Involves the selection of associates for group

activities

THEN YOU PROBABLY TOOK A SOCIOMETRIC EXAM


5/38


! Designed to facilitate the study of individuals in

groups and is readily applicable to the classroom

situation

! Provides teachers with the pattern concerning the

social climate in which the pupils coexist within the

walls of the classroom

THEN YOU PROBABLY TOOK A FORM OF SOCIOMETRIC TEST


6/38


PIONEER IN ITSDEVELOPMENT


7/38


! It was developed by

psychotherapist Jacob L.

Moreno.

! He studied the

relationship between

social structures andpsychological well-

being.

JACOB L. MORENO


8/38


PURPOSE OFSOCIOMETRIC

TECHNIQUES


9/38


! Organizing classroom groups

! Improving individual pupils’ social adjustment

! Improving groups’ social structure

! Evaluating the influence of school practices on

pupils’ social relations

PURPOSE OF SOCIOMETRIC TECHNIQUES


10/38

EDER 146 • GROUP 5

PRINCIPLES IN FRAMINGSOCIOMETRIC

QUESTIONS


11/38


! The choices should be

real choices that are

natural parts of

classroom activities.

! The basis for choice and

the restrictions on the

choosing should bemade clear.

PRINCIPLES IN FRAMING

SOCIOMETRIC QUESTIONS


12/38


! All pupils should be

equally free to

participate in the activity

or situation.

! The choices each pupil

makes should be kept

confidential




13/38


! Give pupils a good reason

for listing their preferences

! Present your plans for

utilizing the choices

! Plan and word the

directions carefully so that

pupils will understandclearly what is wanted




14/38


! Sociometric questions shouldbe formulated in terms of the

actual situation and the

purposes of the teacher

! The choices should be actually

used to organize groups. More

spontaneous and truthful

responses will be forthcoming

when pupils know that their

choices will be used for.




15/38


PREPARATION ANDADMINISTRATION OF



16/38


! Utilize realistic and meaningful choice situations which

bear a definite relationship to the activities of the group

! Word the question in such a way that the pupils

understand its purposes and significance

! Have a few pupils prepare a list of the first and last

names of the members of the group. The lettering

should be large enough so that all the pupils can readthe names

PREPARATION AND ADMINISTRATION OF SOCIOMETRIC QUESTIONS


17/38


! Allow sufficient time for pupils to record their choices

! Have pupils list their choices on a small sheet of

paper or a 3- by 5-inch card. Each pupil should sign

his paper or card so that he may be identified.

! Indicate precisely the number of choices which each

pupil is to make

! Explain the range of choice

PREPARATION AND ADMINISTRATION OF SOCIOMETRIC QUESTIONS


18/38


TABULATIONSHEET


19/38


! used for organizing sociometric data and for

determining the social acceptance of individual

pupils

! does not depict the social structure of the group

TABULATION SHEET


20/38


! Essential data are indicated at the top of the sheet

! The tabulation sheet is blocked off in cells, one rowand one column for each pupil in the group. First

names and initials of last names are listed across

the top and down the side of the tabulation sheet

TABULATION SHEET

The table should meet the following requirements:


21/38


! Girls and boys are listed separately in alphabetical

order according to initial of last name. A vacantrow and column separate the two lists. This type of

listing helps in the analysis and interpretation of

the results

TABULATION SHEET



22/38


! The columns represent preferences indicated on the

question blanks. Choices are entered in the cell where

the column under the name of the pupil chosen isintersected by row opposite the name of the chooser

! To facilitate tabulation of choices, the choices blanks

can be arranged in the order in which choosers’names appear on the tabulation sheet

TABULATION SHEET



23/38


! The sociometric “score” of each pupil is derived by

summing the columns

! Indicate the number of choices of each rank and

the total number of choices received by each pupil

TABULATION SHEET



24/38


SOCIOGRAM


25/38


! graphic picture of the social relations in a group

! designed to portray graphically the choice

relationships which are recorded on the tabulationsheet

SOCIOGRAM


26/38

EDER 146 • GROUP 5

! Use a large sheet of paper for a trial form

! Draw the concentric circles and bisecting line

! Fill in the necessary identifying data

! Within the innermost circle, indicate the boys and

girls who, according to score, rank in the upper 25%of the group. Disperse these symbols within the circle.

SOCIOGRAM

Preparation of sociogram:


27/38


! Indicate the relative positions of pupils within the

second circle. Distribute the symbols throughout

the available space

! Locate the pupils with the lowest sociometric

scores within the outer circle.

SOCIOGRAM



28/38


! Draw lines representing the direction of the first choices of

pupils in the group, using arrow tips to indicate direction of

choice

! Indicate second choices similarly by using a dotted or colored

line

! Study the trial sociogram for ways to relocate symbols in order

to improve the clarity of the diagram and estimate the number

of choices which can be satisfactorily depicted for the group

SOCIOGRAM



29/38


ANALYZING ANDINTERPRETING RESULTS


30/38


! Do the choices center upon a few pupils, or arethey relatively well dispersed?

! Are there pupils who receive no choices?

! Do choices cross sex lines, or is there a rather

definite cleavage between girls and boys?

! Is there a satisfactory degree of mutuality in thechoice patterns?

ANALYZING AND INTERPRETING RESULTS


31/38


UTILIZINGRESULTS


32/38


! If possible, give the unchosen pupil his first choice

! When choices are mutual, give the pupil his

highest reciprocated choice

! If the pupil has chosen only individuals who have

not chosen him in return, give him his first choice

as an associate if there is a possibility that he will

be accepted by this individual

UTILIZING RESULTS


33/38


! Do not place any pupil with a pupil who may activelyreject him

! In forming groups on the basis of the results of

sociometric tests, provide each pupil with an associate ofhis choice. If possible, organize groups in such a way that

their members are linked together by the choice patterns.

! Provide for leadership which will be recognized andaccepted by group members

UTILIZING RESULTS


34/38


"

Arguments in favor: rejected pupils can beidentified and helped, and that interpersonal

friction can be avoided

" Counterarguments: Pupils become more consciousof their feelings of rejection

UTILIZING RESULTS

Sociometric experts disagree on the desirability ofasking pupils to name also those whom they would not

want as a companion.


35/38


ADVANTAGES ANDDISADVANTAGES


36/38


! It helps pinpoint the

cliques, cleavages and

mutual relations present in

a group

! It provides the basic data

for rearranging the group in

a manner that would result

in a more cohesive social

pattern

ADVANTAGES


37/38


! Only choices, not the

reason for the choices, are

indicated.

! Mutual choices and cliques

do not necessarily indicate

social acceptance or

integration.

DISADVANTAGES


38/38


! It is tempting to assume

that isolates are actually

rejected by the other pupils.

They may simply be new,

shy, or not chosen for some

other relatively minor

reason

! Popularity or isolation often

depends on the situation

DISADVANTAGES

Documents

-Lesson 14 Sociometric Techniques