1. 1
Content page
Research question 2
Reason for choosing topic 3
Method of investigation 4
Cover letter 5
Questionnaire 6
Procedures use to collect data 8
Presentation of data 9
Interpretation of data 12
Findings 13
Recommendation 14
Appendix 15
Bibliography 17
3. 3
Task 2
After a brief discussion with head mistress of C.G.S.S the researcher had
realized that this school has one of the schools with the highest
violence rate, Charlestown Government Secondary School is attended
by students who live in the ghetto areas, E.g. Albouystown,
Charlestown etc. And after an interview with some of the students of
the institute, researcher decided that he’s going to use Charlestown for
his research.
4. 4
Task 3
After doing research on the internet and reading the newspaper, the
researcher has decided that the best way to conduct such a small
survey is the questionnaire method.
Advantages of Questionnaire Method.
Large number of information can be collected from a large
number of people in a short period of time.
Can be analyzed more objectively than other forms of research.
The format is familiar to most respondents.
5. 5
Task 4
Cover letter
254 wills street
Republic Park
East Bank Demerara
Guyana
Dear respondent,
The researcher is a fifth year student at Charlestown Gov’t Secondary
School, who will be writing CSEC examination in May-June 2015 for the
Social Studies subject it is expected that each and every student
conducts or carry out their research which will be accommodated by
you. The researcher is therefore asking your kind cooperation in taking
part by kindly honestly answering the questions that will follow in the
questionnaire on the next page.
Thank you for your kind cooperation.
Yours Respectfully
R.Austin
6. 6
Task 4
Questionnaire
1. Gender Female
2. Age range: 11-13 14-16 17-19 20-21
3. Religion:Christianity Hindu Islam
4. Level:Form1 Form 2 Form 3 Form 4
5. Ethnicity:African East Indian Chinese European
Portuguese Amerindian Mixed
6. What are your feelingsregardingviolence inyourschool? _____________________
______________________________________________________________________
7. Do youknowanyone who committedanyact of violence inyourschool?
Yes No
8. What is the maincause of violence inyoupublicschool?
Teacher’sabsence peerpressure
Accessto weapons Depression
9. Methods teachersuse to reduce violence inyourschool.
Suspension Counseling
Expulsion Corporal Punishment
10. howmany timesfightsoccurperweek?
1-4 5-8 8-10 10-15
11. What isthe mostpopularact of violence inyourschool?
Fighting Cursing Bullying Other
12. Age range of violentstudents.
11-13 14-16 17-19 20-22
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
7. 7
13. If a fightbetweentwoormore studentsisgoingon,what wouldyoudo?
Watch Call a teacher Join Video
14. At whattime dofightsoccur in yourschool?
Breaktime Lunch time after school
15. How manybullying/harassmentsincidentsinyourschool were handled withoutthe assistance from
teachers?
2 6 10 others
16. Whenare youmost concernof your safetyinschool?
During class Break time Lunch time After school
17. Rate the level of violenceinyourschool betweenthe yearbefore andthiscurrentone.
Lessthisyear more thisyear Aboutthe same
18. Whichgenderismore aggressive?
Males Females Others
19. What day of the weekdoviolentbehaviorhappens?
20. On a scale of 1 to 10 how violentare you
1 4 6 10
8. 8
Task 5
Procedures use to collect data
Itwould havebeen impossiblefor me to get a responsefromevery high school
student, within ages 11-20, in Charlestown GovernmentSecondary Schoolwhere
the research was done. Hence two genders within the school weretargeted. Both
Charlestown’s girls and boys within the school are approximately 800, which only
20 students were necessary in order to ensureaccurate conclusions. So the
researcher had decided to select two students from each level.
9. 9
Task 6
Presentation of data
Bar graphs
Figure 1 is a bar graph showing which gender is more aggressive.
Figure 1
0% 10% 20% 30% 40% 50% 60%
Gender
Gender
Female 40%
Male 60%
Gender
12. 12
Task 7
Interpretation of data
In figure 1 is a bar chart showing which gender is more aggressive in
Charlestown Government Secondary School. The chart is showing that
males are more aggressive than females, 60% to 40% respectively.
In figure 2 is a pie chart showing the main causes of violence in
Charlestown Government Secondary School. The chart is showing that
peer pressure is the main cause of violence in Charlestown Government
Secondary School, followed by access to weapons, depression and
teacher’s absence, respectively.
Figure 3 is a pie chat that shows the methods used to reduce violence
in secondary schools. They are suspension, corporal punishment,
counseling and expulsion. Listed from most used to lease use
respectively.
13. 13
Task 8
Findings
Over 85% of the respondents friends have committed acts of
violence.
Students between the ages of 14-16 are the most violent
students in Charlestown Government Secondary School.
The researcher who’s also a student of Charlestown Government
Secondary School had realized that some of the students did not
answer the survey truthfully.
14. 14
Task 9
Recommendation
At least two councilors should be dispatch at secondary schools.
The Ministry of Education should send workers to secondary
schools on unknown dates to make sure teachers are teaching.
Students should be publically flogged when they behave in violent
manner to other students.
15. 15
Appendix
Presentation of data
Tally chart
Answers Tally Frequent Percent
Males IIII IIII 10 50%
Females IIII IIII 10 50%
Which gender is more aggressive?
Figure1
Answers Tally Frequent Percent
Teacher’s absence I 1 5%
Peer pressure IIII IIII 10 50%
Access to weapons IIII I 6 30%
Depression III 3 15%
Main causes of violence. Figure 2
Answers Tally Frequent Percent
Suspension IIII III 8 40%
Counseling IIII 4 20%
Expulsion III 3 15%
Corporal punishment IIII 5 25%
Methods to reduce violence in public schools. Figure 3
17. 17
Bibliography
Name of author: Rampersad Ramsawak, Ralph Umraw
Name of book: Modules in Social Studies: With SBA Guide & CXC Questions
Place of Publication: Caribbean Educational Publishers
Year of publication: 2001
