Edexcel GCSE Psychology

Research Methods Workbook

NAME: _______________________________________________________

Use the research methods revision guide, the textbook and

lesson resources to help fill out this workbook to help
prepare you for research methods questions in your exams.
NAME: __________________________________________________
 TOPIC 11: RESEARCH METHODS

Class
notes? Rate your confidence for this topic: J K L
11.1 Designing psychological research
Be able to identify:
a. an independent variable (IV)
b. a dependent variable (DV)
c. extraneous variables, including:
(i) situational variables (ii) participant variables
Understand the influence of extraneous variables and suggest possible ways to control for them,
including:
a. use of standardised procedures
b. counterbalancing
c. randomisation
d. single-blind techniques
e. double-blind techniques
Be able to write a null hypothesis
Be able to write an alternative hypothesis
Methods of sampling, including strengths and weaknesses of each sampling method:
a. understand target population samples
b. understand random sampling
c. stratified sampling
d. volunteer sampling
e. opportunity sampling

Understand experimental and research designs, including strengths and weaknesses:

a. independent measures
b. repeated measures
c. matched pairs
Understand the reliability and validity of the following when analysing the planning and
conducting of research procedures:
a. sampling methods
b. experimental designs
c. quantitative methods
d. qualitative methods
Understand ethical issues in psychological research and how to deal with ethical issues, including:
a. informed consent
b. deception
c. confidentiality
d. right to withdraw
e. protection of participants

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Understand research methods, including the features, strengths and weaknesses of the following,
and the types of research for which they are suitable:
a. laboratory experiment
b. field experiment
c. natural experiment
d. interview, including:
(i) structured (ii) semi-structured (iii) unstructured
e. questionnaire, including:
(i) closed-end questions to elicit quantitative data (ii) open-end questions to
elicit qualitative data
f. correlation
g. case study
h. observation
11.2 Data analysis
Arithmetic and numerical computation:
a. recognise and use expressions in decimal and standard form
b. estimate results
Be able to understand and use, including calculations:
a. mean, and finding arithmetic means
b. median
c. mode
d. ratios
e. fractions
f. percentages
g. range as a measure of dispersion
h. know the characteristics of normal distributions
Be able to:
a. construct and interpret frequency tables and diagrams
b. construct and interpret bar charts
c. construct and interpret histograms
d. construct a scatter diagram
e. use a scatter diagram to identify a correlation between two variables
f. translate information between graphical and numerical forms
g. plot two variables from experimental or other data and interpret graphs
Understand, and know the difference between:
a. Primary data b. secondary data
Understand, and know the difference between:
a. qualitative data b. quantitative data
Understand ethical issues in psychological research, including:
a. know the term ‘ethical issue(s)’
b. use content, theories, and research drawn from the compulsory topics
(Topics 1, 2, 3, 4, 5) to explain ethical issues in psychological research

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 Variables and Their Influence in Research (textbook pg. 132-134)

Independent
Variable

Manipulated

Dependent
Variable

Measured

Operationalisation

Measurable and
specific

Extraneous
Variable

COULD have an
effect on DV
Confounding
Variable

DID have an effect

on DV
Situational
Variable (a form
of extraneous
variable)
e.g. noise
Participant
Variable (a form
of extraneous
variable)
e.g. IQ

TASK: Operationalise these variables: Memory, Age, Weight, Happiness, Gender, Height, GCSE grades

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 Controlling the impact of situational variables

Standardised procedures: This is keeping the experiment’s procedure exactly

the same for all participants, for example, standardised instructions, set timings,
the same equipment etc. This means the impact of any extraneous variables will be
consistent for all participants. E.g. holding a memory test in a classroom for all
participants, not having some sitting the test in the library, some in a classroom and others in
the playground, all with different noise levels.

TASK 1: Highlight all of the parts of this procedure description that are STANDARDISED:

A researcher gives all participants a memory test. All of the words are 5 letters long. Each
participant is given a list of the same 10 words. They are shown the words for 8 seconds each, and
are then given 2 minutes to recall as many as they can. All participants are given a pen and a piece
of lined paper to write their recalled words on.

TASK 2: Based on your highlighting, identify the situational variables in this study:

Controlling the impact of participant variables

Random allocation: This is when participants are randomly allocated
to one or the other condition in a study. This could be done by drawing
names from a hat for each condition. This aims to “average out” the
participant variables between each condition – but it doesn’t always work!

A researcher gives all participants a memory test. All of the words are 5 letters long. Each
participant is given a list of 10 words. HALF of participants receive a list of NOUNS. HALF of
participants receive a list of VERBS. They are shown the words for 8 seconds each, and are then
given 2 minutes to recall as many as they can. All participants are given a pen and a piece of lined
paper to write their recalled words on.

TASK 1: Explain how the researcher may use random allocation to allocate participants to a
condition. TASK 2: Explain why the researcher may do this (refer to participant variables).

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 Order effects, demand characteristics and trials (textbook pg. 133-134)
Order Effects

Counterbalancing

Randomisation

Researcher
(Investigator)
Effects

Demand
Characteristics

Single-Blind Trial

Double-Blind
Trial

TASK 1: Explain how you can reduce the impact of researcher effects. TASK 2: Explain how you can
“average out” the impact of order effects between two conditions of an experiment.

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 Hypotheses (textbook pg. 135)
Null hypothesis
A testable statement that predicts ________ significant difference or correlation in the results of a study.
It always ends with “any difference found will be due to ___________” or “any relationship found will be
due to __________.”
Test of difference example: There will be no significant difference between aggression levels (on a scale of 1-10)
between teenagers and adults. Any difference found will be due to chance.
Test of correlation example: There will be no significant correlation between aggression levels (on a scale of 1-10) and
confidence levels (on a scale of 10). Any correlation found will be due to chance.

Alternative (experimental) hypothesis

A testable statement that predicts a ______________ difference or correlation in the results of a study.
Alternative hypotheses are either directional or non-directional:
Non-directional (two-tailed) hypothesis: States there will be a difference or correlation, but doesn’t
suggest the direction. E.g. “a gender difference” or “a correlation”

Test of difference example: There will be a significant difference between aggression levels (on a scale of 1-10)
between teenagers and adults.
Test of correlation example: There will be a significant correlation between aggression levels (on a scale of 1-10) and
confidence levels (on a scale of 10).

Directional (___________-tailed) hypothesis: States the direction of the difference or correlation. E.g.
“males higher than females” or “a positive correlation”

Test of difference example: Teenagers will have significantly higher aggression levels (on a scale of 1-10) compared to
adults.
Test of correlation example: There will be a significant positive correlation between aggression levels (on a scale of 1-
10) and confidence levels (on a scale of 10)

TASK 1: Identify whether the hypothesis is ALTERNATIVE or NULL. TASK 2: For alternative hypotheses,
identify whether it is directional or non-directional.

There will be a significant difference between

the income (£ per year) of managers and non-
managers.

There will be no significant correlation between

number of pets owned and level of aggression.
Any relationship found will be due to chance.

Teachers will have significantly higher IQ scores

compared to students.

There will be a significant correlation between

height (cm) and weight (kg).

There will be a significant negative correlation

between temperature (degrees Celsius) and
number of ice creams purchased.

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 Methods of Sampling (textbook pg. 136-137)

Target
Population

Sample

Sample Error

Examples:
Target population –
shoppers at Tesco
Sample – those in the
store on one Saturday
afternoon

Target population – all

lawyers
Sample – lawyers at
one law firm TASK 1: Complete the sampling activity of sweets using stratified
and random sampling and complete the tally chart:
Target population –
everyone living in Kent
Sample – everyone
living in Bearsted

Target population – all TASK 2: Are your samples representative of the target population? Is
teachers one more representative than the other? Why is this?
Sample – teachers at
Valley Park

TASK 3: What were the strengths and weaknesses of each sampling

method? Next page….

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Sampling Method Definition/Example Strengths Weaknesses
Random Sampling

Volunteer Sampling

Opportunity
Sampling

Stratified Sampling

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 Experimental/Research Design (textbook pg. 138)

Conditions: An experiment will have different variants of the IV, these are known as conditions. E.g. if the
IV is weather, one condition could be sunny, another condition could be rainy.

Research design: How participants are allocated to the conditions of a study. This is known as
experimental design when the research method is an experiment.

Experimental Definition Strengths Weaknesses Control Issues

Design

Independent
measures

Repeated
measures

Matched pairs

Why might a researcher choose to use matched pairs design?

What are the limitations to using independent measures design?
What are the strengths of using repeated measures design?

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 Reliability and Validity (textbook pg. 139-140)

Reliability Validity
Reliability is…. Validity is….

Internal validity is…

External validity is…

Ecological validity is…

If a procedure is ___________________, it can

easily be replicated to check the
__________________ of results.

Name a study that has high reliability. Why?

Name a study that has high validity. Why?
Name a study that has low validity. Why?

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 Reliability Reliability Validity Validity
Strengths Weaknesses Strengths Weaknesses

Sampling
Methods

Experimental
Designs

n/a
Quantitative
Methods

n/a
Qualitative
Methods

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 Ethical Issues and How to Deal With Them (textbook pg. 141-142)

The British Psychological Society (BPS) have produced a guide

to help psychologists identify and deal with ethical issues in
research. All psychologists in the UK conducting research
must follow the BPS code of ethics. Other countries have
similar organisations and similar ethical guidelines.

The BPS Code of Human Research Ethics (2014)

Respect for Scientific integrity Maximising benefit Social responsibility

autonomy, privacy and minimising
and dignity harm

Where have you seen cases of psychologists breaking this code?

Where have you seen cases of psychologists following this code?

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Ethical Guidelines (DDCCRIP “double D, double C, R.I.P”)

INFORMED CONSENT

RIGHT TO WITHDRAW

CONFIDENTIALITY

PROTECTION FROM HARM

DECEPTION

*COMPETENCY *DEBRIEF

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 Research Methods (textbook pg. 143-150)

Laboratory Field experiment Natural experiment Interview (structured,

experiment semi-structured,
unstructured)
Questionnaire Correlation Case study Observation
(closed-ended and
open-ended questions)

For each research method, you need to be able to be able to describe its features, evaluate
it in terms of strengths and weaknesses and discuss the types of research for which it is
suitable.

Experiments

Experiments aim to investigate whether changes in an independent variable cause a change

in a dependent variable. Experiments can take place in a range of settings.

Experiment Description Strengths Weaknesses Suitability

Laboratory
Experiment

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 Field
Experiment

Natural
Experiment

Can you think of examples of studies that were

experiments?
What were their IVs?
What were their DVs?

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 Interviews

Interviews consist of an interviewer asking the interviewee (participant) a series of

questions. They can be delivered face to face or over the phone. There are three main types
of interview, ranging in their structure. They usually consist of open questions, but can have
closed questions too. Interviews gain self-report data (answers given directly from the
participant), but they can be prone to social desirability and interviewer effects.

General strengths General weaknesses Suitability

Can gain rich, in depth Participants (face to face with the interviewer) can’t be Useful for
detailed information anonymous, so they may change their answers due to social investigating
about participants’ desirability (changing their answer to be seen in a socially participants’ opinions
beliefs and attitudes acceptable way). and beliefs about
(self-report data – high issues in society, e.g.
validity). Researcher effects (interviewer effects) may occur where the
interviewer changes the way a participant answers. E.g. if an Mental health
The interviewer can interviewer in an animal rights T-shirt asked you about animal
gain additional detail testing, you may feel like you should say that you are against it.
from the participants’
tone and non-verbal Researchers may interpret participants’ answers in a different
cues. (subjective) way to which the participant intended them.

Interview Description Strengths Weaknesses

Structured
Interview

Semi-structured
Interview

Unstructured
Interview

Design a structured interview to investigate your class’ opinions about Psychology as a GCSE subject.
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 Questionnaire

A questionnaire is a list of questions for the participant to answer in writing. They can be
administered in person, by post, by email or online. They can consist of open and or closed
questions. It gains self-report data (answers given directly from the participant).
Questionnaires gain self-report data (answers given directly from the participant) and can
be an easy way of gaining a large amount of data in a short space of time.

General strengths General weaknesses Suitability

Useful for
investigating
participants’ opinions
and beliefs about
issues in society, e.g.

Mental health

Questionnaires (and interviews) can include open-ended and/or closed-ended questions:

Questions Description Strengths Weaknesses

Open-Ended An open-ended question can
Questions be answered in any way – it
does not restrict the
(gains participant’s answer.
qualitative
It gains qualitative data as
data)
the participant answers uses
words, phrases or sentences.

“How do you feel about

Psychology?”

Closed-Ended A closed-ended question

Questions restricts the responses that
can be made – it gives the
(gains participant a set of answers
quantitative to select from.
data)
it gains quantitative data as
the totals for each choice can
be totalled.

“On a scale of 1 to 10, how

much do you like
Psychology?”
“Do you like Psychology? Yes
or No”
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 Correlation

A correlation is not an experiment – no variables are “manipulated”. It is a method of

analysing the relationship between two co-variables. Co-variables are of equal importance,
there is not an independent or dependent variable. We cannot definitely say that one
causes the other – we are just looking to see if they are in some way related to one
another.

Types of correlation
• Positive correlation – as one variable increases, the second variable also increases. (e.g. as
temperature increases, the sale of ice cream increases)
• Negative correlation – as one variable increases, the second variable decreases. (e.g. as temperature
increases, the sale of hot chocolate decreases)
• No correlation – no relationship between the two co-variables. (e.g. no relationship between
temperature and sale of sandwiches)

Scatter diagrams
Correlations are usually presented by scatter diagrams, with each co-variable on an axis and a point plotted
for each participant. Drawing a line of best fit can help to see if there is a positive/negative/no correlation.
When interpreting what a scatter diagram shows, use this sentence:

There is a
positive/negative
relationship between
variable 1 and variable
2. As variable 1
increases, variable 2
increases/decreases.

Strengths Weaknesses Suitability

Useful for
investigating
relationships
between variables,

e.g. age and onset of

mental health
disorders

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 Case Study

A case study is an in-depth analysis of one person, group or event. Case studies use a
variety of research methods (e.g. questionnaires, observations, experiments) to gain a large
amount of data on the individual/group. Case studies are usually of individuals seen to be
“unique” in some way – e.g. patients with brain damage.

Example: Henry Molaison

“HM” suffered from amnesia after surgery to treat his epilepsy in 1953, when he
was 27 years old. HM was studied by many different researchers, using many
different research methods and there is a large amount of data available about
him. He was studied for over 50 years until his death, aged 82. Before this time, his
name was kept confidential.

Strengths Weaknesses Suitability

Useful for
investigating
behaviours or
situations that would
be unethical to
manipulate in an
experiment

e.g. brain damage,

mental health
disorders

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 Observation

An observation is a research method involving observing (watching) participants’ behaviour

and recording the findings. The researcher just watches the behaviour and not does
interfere or manipulate an IV.

General strengths General weaknesses Suitability

Useful for
investigating
behaviours or
situations that would
be unethical to
manipulate in an
experiment or
situations where
people may change
their behaviour in an
experiment (demand
characteristics) such
as obedience

Observations can be either naturalistic or structured, depending on the setting used.

Observations can be overt or covert, depending on whether participants know they are
being observed. Observations can be participant or non-participant, depending on who is
being the observer.

Why might a researcher use an observation instead of an experiment?

What types of behaviours could you use an observation for in Psychology?

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 Type of Description Strengths Weaknesses
Observation
Naturalistic Conducted in a natural setting
for the participant, where the
behaviour would usually be
seen. E.g. observing learning in
a classroom.

Structured Conducted in an artificial and

controlled setting, where the
researcher may “set up” a
scenario/situation. E.g. bobo
doll experiment by Bandura.

Overt This is where the participants

know they are being observed.
E.g. filmed on a camera or an
observer with a clipboard.

Covert This is where the participants

don’t know they are being
observed. E.g. hidden camera
or a one-way mirror.

Participant This is where the observer

becomes involved in the group
being observed. E.g. a student
observing their classmates in
lesson.

Non- This is where the observer

participant “stands back” and does not
get involved in the group being
observed. E.g. someone sat at
the back of the classroom
observing a lesson.

Why might a researcher choose to use a covert observation, rather than an overt observation?
Why might a researcher choose to use a structured observation, rather than a naturalistic observation?
Why might a researcher choose to use a participant observation, rather than a non-participant observation?

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 Types of Data (textbook pg. 161-162)

Data Description Strengths Weaknesses

Primary Data

Secondary
Data

Quantitative
Data

Qualitative
Data

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 Ethical Issues in Psychological Research (textbook pg. 141-142 and 163-165)

Ethical issues are present in all areas in psychology. Ethical issues consider what is “right” or
“wrong” when conducting psychological research.

Topic Issues in this topic area Example study 1 Example study 2

1 Development

2 Memory

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3 Psychological
problems

4 The brain and

neuropsychology

5 Social
influence

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 Maths Content Checklist:

Topic/Skill Revised? Maths skills that are needed for the

exam, that you were taught in Key
Decimal form
Stage 3 Maths:
Standard form
1. Understand that data is either
Estimating results qualitative or quantitative
2. Understand that data can be discrete
Significant figures or continuous
3. Draw and interpret bar charts (title,
Mean axis labelled, bars of equal width)
Median 4. Draw and interpret frequency tables
(grouped or ungrouped data)
Mode 5. Draw and interpret frequency diagrams
(discrete or continuous data)
Range 6. Draw and interpret comparative bar
charts (two or more data sets: key of
Ratios
what the colours mean)
Fractions 7. Draw and interpret histograms
(grouped continuous data, no gaps
Percentages between bars)
8. Understand and recognise normal,
Normal distribution
positive and negative distributions
Skewed distribution 9. Draw and interpret scatter diagrams
(two sets of data to see relationship;
Frequency table no/positive/negative correlations)
10. Add, subtract, multiple and divide
Bar chart decimals and find a fraction of a
Histogram quantity
11. Convert fractions to decimals and vice
Scatter diagram versa
12. Interpret percentages and solve
problems involving percentage change
13. Converting between fractions,
Download the maths guidance decimals and percentages
document here for examples of 14. Simplify ratios and write then in the
form 1:n
the above: 15. Estimate answers to calculations
https://qualifications.pearson.com/co 16. Round to the nearest whole number,
decimal places and significant figures
ntent/dam/pdf/GCSE/Psychology/2017 17. Write numbers in index form (standard
/Teaching%20and%20learning%20mat form)
erials/Guide%20to%20Maths%20for% 18. Calculate the mean, median and mode
of a data set
20Psychology.pdf 19. Calculate the range of a data set

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