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2025 IJMB Sociology Paper I Questions and Answers
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Number One
(1i)
Introduction of a Scientific Approach to History: Ibn Khaldun applied a systematic and analytical method to the study of history, arguing that historical events should be examined critically with attention to cause and effect. He believed that historians should not merely record events but also understand the social, economic, and environmental factors that shaped them. This was a major shift toward scientific inquiry in the study of human behavior.
(1ii)
Theory of Social Cohesion (Asabiyyah): He introduced the concept of Asabiyyah, which refers to social solidarity or group cohesion. He explained that societies are bound by a sense of belonging and shared identity, especially in tribal or kin-based groups. He also noted that strong Asabiyyah leads to the rise of civilizations, while its decline leads to their fall. This theory was a precursor to modern studies on social integration and group dynamics.
(1iii)
Cyclical Theory of the Rise and Fall of Civilizations: Ibn Khaldun proposed that civilizations go through a life cycle of birth, growth, maturity, decline, and eventual collapse. This idea was based on his observation of historical patterns in various dynasties and empires. His cyclical theory of societal development is still referenced in sociological and historical analyses today.
(1iv)
Economic and Occupational Division of Labour: He emphasized the importance of economic activities and specialization in the development of society. He believed that people engage in different professions based on their environment and societal needs, and that the interdependence created by the division of labor strengthens social organization and economic prosperity. This contribution influenced later economic and sociological thought.
(1v)
Foundation for Sociology as a Distinct Discipline: Through his work in Muqaddimah, Ibn Khaldun established the idea that the study of society should be treated as an independent field with its own methods and principles. He differentiated between superficial historical narration and in-depth analysis of societal structures. His recognition of patterns, laws, and institutions in human society marked a turning point in the birth of sociology.
(1vi)
Focus on Urban and Rural Societies: He studied the differences between nomadic (Bedouin) and settled (urban) societies. According to him, nomadic societies were more cohesive and morally upright due to their simple lifestyle, while urban societies, though advanced, were more prone to moral decline and political corruption. This comparative approach anticipated future sociological studies on social structures and change.
(1vii)
Critical View of Historiography: Ibn Khaldun criticized earlier historians for their uncritical acceptance of myths and exaggerated reports. He called for the evaluation of sources and verification of facts. His methodological emphasis on evidence-based analysis in the study of society set the stage for empirical research in the social sciences.
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Number Two
(2a)
Science is a systematic and organized body of knowledge that is based on observable facts, tested through experimentation, and guided by logical reasoning. It involves the use of objective methods to discover, explain, and predict natural and social phenomena.
(2b)
(i) Objectivity: In sociology, scientific inquiry must be free from personal bias, emotions, or subjective opinions. Sociologists are expected to study social behavior and institutions impartially, relying on facts and evidence rather than personal beliefs or values.
(ii) Empirical Evidence: Sociological research is grounded in observable and measurable facts. Data must be collected through direct observation, surveys, interviews, or experiments. This reliance on real-world evidence ensures the accuracy and reliability of sociological conclusions.
(iii) Systematic Observation and Analysis: Sociologists follow a structured process in conducting research. This includes identifying a problem, forming a hypothesis, gathering data, analyzing results, and drawing conclusions. This systematic approach allows for the replication of studies and validation of findings.
(iv) Predictability and Generalization: Scientific sociology aims to identify patterns in human behavior and social interaction that can be used to make predictions about future occurrences. When consistent results are observed, sociologists can develop theories and generalizations that help explain how society functions under certain conditions.
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Number Three
(3)
(i) Micro-Level Interaction: This level involves small-scale, face-to-face social interactions between individuals or small groups. It focuses on everyday encounters, such as conversations between friends, family interactions, or classroom discussions. At the micro level, people use symbols, language, gestures, and non-verbal cues to communicate and construct meanings. Sociologists study how individuals influence one another in close social settings and how identity, perception, and roles are formed in such interactions.
(ii) Meso-Level Interaction: This refers to interactions within intermediate social units such as organizations, communities, institutions, or social groups. It serves as a bridge between the individual (micro) and the broader society (macro). Examples include interactions within religious groups, schools, workplaces, or ethnic communities. At this level, sociologists examine how group membership shapes behavior, how institutions enforce norms, and how collective identities and shared cultures develop and function within specific contexts.
(iii) Macro-Level Interaction: This level focuses on large-scale social processes and structures that influence society as a whole. It involves the study of social systems, institutions, cultural norms, economic trends, and political structures. Macro-level analysis helps explain how laws, social policies, globalization, and class systems impact social behavior across populations. It also examines broad issues like social inequality, gender relations, and the functioning of entire societies or civilizations.
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Number Four
(4a)
Social control refers to the mechanisms, strategies, and institutions used by members of a society to regulate individual and group behavior, ensuring conformity to established norms, values, and laws. It helps maintain social order and cohesion by preventing deviant behavior and encouraging obedience to societal expectations.
(4b)
(i) Family: The family is the primary agent of informal social control. It is where individuals first learn acceptable behavior, moral values, cultural practices, and social norms. Parents, guardians, and other relatives shape a child’s behavior through guidance, discipline, praise, or punishment. Through emotional bonding and daily interaction, the family plays a crucial role in instilling self-discipline and respect for social order.
(ii) Peer Group: Peer groups consist of individuals of similar age or social status who interact regularly. Friends and associates can influence behavior by rewarding conformity and discouraging deviance through acceptance or rejection. Peer pressure, approval, and shared interests can significantly shape attitudes, fashion, speech, and behavior, especially during adolescence and early adulthood.
(iii) Religion: Religious institutions and beliefs serve as powerful agents of informal social control by promoting moral values, ethical conduct, and spiritual discipline. Teachings from sacred texts, sermons, and religious leaders often emphasize honesty, kindness, respect, and obedience. Religious fear, such as belief in divine punishment or reward, also helps deter deviant behavior and guide social actions.
(iv) Community/Public Opinion: The wider community influences individuals through praise, criticism, gossip, or social approval. People are often motivated to behave appropriately to maintain a good reputation and avoid social disapproval or ridicule. Traditions, customs, and societal expectations within the community guide behavior by rewarding conformity and shaming or isolating those who violate accepted norms.
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Number Five
(5a)
A social group is a collection of two or more individuals who interact regularly, share a sense of belonging, and recognize themselves as part of a collective identity. Members of a social group are bound by common goals, norms, values, or interests, and they influence each other’s behavior and attitudes through direct or indirect interaction.
(5b)
(i) Nature of Relationship: Primary groups are characterized by close, personal, and emotional relationships. Members share deep emotional bonds, such as in families or close friendships. In contrast, secondary groups are based on impersonal, formal, and task-oriented relationships, such as those found in workplaces, schools, or professional associations.
(ii) Size and Composition: Primary groups are usually small in size, which allows for intimate face-to-face interactions. These groups include close-knit members who know each other well. Secondary groups, on the other hand, tend to be larger and more diverse, making personal interaction less frequent and more formal.
(iii) Duration of Relationship: Relationships in primary groups are typically long-term and enduring. They often last for a lifetime, as seen in familial ties. Conversely, secondary group relationships are usually temporary and last only as long as the goal or task requires, such as during a business project or a school course.
(iv) Purpose of Interaction: The interaction in primary groups is for emotional satisfaction, social support, and mutual care. Members relate to one another as whole persons. In secondary groups, the interaction is goal-oriented and based on achieving specific objectives or performing functions, such as completing assignments or delivering services.
(v) Level of Formality: Primary groups are informal in structure, with unwritten rules and natural communication patterns. Members interact freely without rigid regulations. Secondary groups are formal in structure, often governed by rules, regulations, job descriptions, and official communication channels to coordinate activities.
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Number Six
(6a)
Psychology is the scientific study of behavior and mental processes. It seeks to understand how individuals think, feel, and act, both individually and in groups, and explores the biological, emotional, and social influences on behavior.
(6b)
(PICK ANY FOUR)
(i) Behavior: This refers to all observable actions of individuals, such as speaking, eating, walking, and sleeping. Psychology examines these behaviors to understand how people respond to various situations.
(ii) Mental Processes: These are internal activities of the mind, including thinking, memory, perception, decision-making, and problem-solving. Psychology studies these processes to understand how people interpret and respond to the world.
(iii) Learning: This involves studying how individuals acquire new information, habits, or skills through experience, observation, or instruction. Learning theories like classical and operant conditioning are key areas in psychology.
(iv) Motivation and Emotion: Motivation explains what drives individuals to act in certain ways, while emotion refers to feelings that affect behavior. Psychology studies how needs, goals, and feelings influence actions and reactions.
(v) Personality: Personality deals with consistent patterns in the way individuals think, feel, and behave. Psychology investigates different personality traits and how they influence an individual’s interactions and choices.
(vi) Development: This area focuses on the physical, emotional, cognitive, and social changes that occur throughout a person’s life. Developmental psychology explores how people grow and adapt at various stages of life, from infancy to old age.
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Number Seven
(7a)
Ethnocentrism is the belief that one’s own culture, ethnic group, or nationality is superior to others. It often leads to judging other cultures using the standards and values of one’s own culture, which can result in misunderstanding, prejudice, and discrimination.
(7b)
(i) Political Favoritism: Politicians often favour members of their own ethnic group when distributing appointments, jobs, or developmental projects. Example: A governor from a particular ethnic group may fill most key government positions with people from his tribe, sidelining others regardless of their competence.
(ii) Marriage Restrictions: Some families discourage or reject inter-ethnic marriages, believing their ethnic group is superior. Example: An Igbo family may disapprove of their daughter marrying a Hausa man due to cultural or religious differences.
(iii) Language Superiority: People sometimes consider their language or dialect more refined or important than others. Example: Some Yoruba speakers may belittle other ethnic languages, insisting Yoruba is more “cultured” or “developed.”
(iv) Employment Bias: Job opportunities, especially in public service, are sometimes offered based on ethnic background rather than merit. Example: A company manager may prefer to hire staff from his ethnic group, even when better-qualified candidates from other groups apply.
(v) Education Admission Policies: The use of catchment areas and quota systems in Nigerian universities sometimes gives advantage to certain ethnic groups. Example: A student from one region may gain admission with a lower score than a student from another region due to state-based quotas.
(vi) Ethnic Clashes and Stereotyping: Prejudice and mistrust between ethnic groups often lead to conflict and violence. Example: Tensions between Fulani herders and local farming communities in parts of Nigeria often escalate due to mutual suspicion rooted in ethnic differences.
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