Topic title: Research Methods

Year group: Year 12

When taught: Term 1

What are we learning?

• The different research methods
  • Experimental method. Types of experiment, laboratory and field experiments; natural and quasi experiments. Experimental designs: repeated measures, independent groups, matched pairs.
  • Observational techniques. Types of observation: naturalistic and controlled observation; covert and overt observation; participant and non-participant observation. Observational design: behavioural categories; event sampling; time sampling.
  • Self-report techniques. Questionnaires; interviews, structured and unstructured. Questionnaire construction, including use of open and closed questions; design of interviews.
  • Analysis of the relationship between co-variables. The difference between correlations and experiments.

• How to design studies
  • Aims: stating aims, the difference between aims and hypotheses.
  • Hypotheses: directional and non-directional.
  • Sampling: the difference between population and sample; sampling techniques including: random, systematic, stratified, opportunity and volunteer; implications of sampling techniques, including bias and generalisation.
  • Pilot studies and the aims of piloting.
  • Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.
  • Control: random allocation and counterbalancing, randomisation and standardisation.
  • Demand characteristics and investigator effects.
  • Ethics, including the role of the British Psychological Society’s code of ethics; ethical issues in the design and conduct of psychological studies; dealing with ethical issues in research.
  • The role of peer review in the scientific process.
  • The implications of psychological research for the economy.
  • Reliability across all methods of investigation. Ways of assessing reliability: test-retest and interobserver; improving reliability.
  • Types of validity across all methods of investigation: face validity, concurrent validity, ecological validity and temporal validity. Assessment of validity. Improving validity.

• How to analyse data
  • Quantitative and qualitative data; the distinction between qualitative and quantitative data collection techniques.
  • Primary and secondary data, including meta-analysis.
  • Descriptive statistics: measures of central tendency – mean, median, mode; calculation of mean, median and mode; measures of dispersion; range and standard deviation; calculation of range; calculation of percentages; positive, negative and zero correlations.
  • Presentation and display of quantitative data: graphs, tables, scattergrams, bar charts, histograms.
  • Distributions: normal and skewed distributions; characteristics of normal and skewed distributions.
  • Analysis and interpretation of correlation, including correlation coefficients.
  • Levels of measurement: nominal, ordinal and interval.
  • Introduction to statistical testing; the sign test.

Why is this important to know? 

• Research methods is key to psychology. If they want to become a psychologist they will need to know how to carry out investigations.
• A strong understanding of the strengths and weaknesses of different research methods enables them to evaluate the research they come across in other units.
• Research methods makes up approx. 25% of their exam content so it is an important unit to know well.

Where does this link into our past and future learning? 

• Most students will come to psychology having not studied it at GCSE.
• Most students have an awareness of many of the key terms from other subjects, e.g. they have covered questionnaires and interviews in GCSE Geography or talked about qualitative and quantitative methods in GCSE Business.
• The topic covered in this unit will be built on further in Term 6 of AS when we cover the other half of research methods.
• They will also need this content when we discuss research in any other topic throughout the course as they will need to use it to evaluate the strengths and weaknesses of the methodologies used in these studies.

How will we be assessed on this topic?

• Students will sit a formal exam on this topic in the summer. This section makes up 24 marks and 30 minutes of Paper 2 at AS and 48 marks and 1 hour at A Level. They will be asked questions varying in size from multiple choice up to 6 markers at AS Level and 12 mark design a study questions (A Level only).
• There will also be mid topic and end of topic tests on the unit when we study it.
• Students will also have recap tests / questioning / exam questions on this topic during most lessons.

What makes a strong piece of work in this topic?  What are teachers hoping to see?  

• Linking their answers to the context of the scenario they are given in the exam.
• A detailed description of the content.
• Sustained evaluation that is fully ‘PEEEL’ed.
• Using correctly key terminology (see below and topic Glossary)

What key words are there in this topic?

 Click here: Quizlet

What can I try if I want to stretch and challenge myself on this topic?

• Design, carry out and write up your own investigation.
• There is an extension challenge set for this unit. This consists of 4 interesting tasks such as videos to watch, podcasts to listen to, articles to read and online courses to complete with a feedback task at the end. Please see your subject teacher to access this sheet.

What wider reading can be done on this topic? 

• There are several Psychology Review Magazine articles relevant to this topic that you can read to extend your knowledge.
• You could read some psychology journal articles and practise identifying and evaluating the different research methods used.
• Ben Goldacre: Bad Science