FAQs: Class practicals and research methods
The last FAQs dealt with questions about Paper 1 and Paper 3, and we looked at IA planning. This time, I have been receiving several questions on research methods and organising class practicals. Some of the answers can be found on the InThinking site, such as the page here on experiments as class practicals. However, with the classes beginning and many planning an introduction to research methods, this blog is timely.
Research Methods
I plan to teach research methods as my first unit, but when I look at Table 3.4 in the Psychology guide and see all the content there, I think it will be overwhelming for students. How can I do this?
Research methods need to be integrated throughout the course, but I understand the desire to start with an introduction to these methods. One way to approach this is to start with some of the vocabulary around research methods, such as quantitative data and qualitative data, and an explanation and examples of the concepts of bias, causality, measurement and responsibility (ethics), which are all directly related to research methods. Then teach the experimental method (true and quasi-experiments) only, and start your course with the Learning and Cognition context, so students can apply this method straight away. Research methods need material. They cannot be taught without something to link them to, so the Learning and Cognition context is a good framework for this. Quick memory experiments, experiments on attention or an experiment on thinking and decision-making can all be used in class to introduce this quantitative method. Other methods can be introduced as you teach each relevant context. See here for recommendations on teaching research methods. Remember, only HL students need to do data analysis.
Do we need to teach research methods other than the six listed in the guide on p28?
No, there is no need to teach any other research methods. Case studies and correlational studies can be introduced in relevant contexts.
Class practicals
Do students need to do an individual class practical, or can we do it as a class?
One class practical needs to be conducted for every context, but students do not need to conduct individual class practicals. The class practical may be teacher-led or student-led. I recommend for the first class practical, that it is teacher-led, so that students understand the practical and ethical requirements.
What are the ethical requirements for teacher-led and student-led class practicals and are they different?
There is no difference in the ethical requirements. All should conform to the ethical guidelines from the Psychology guide p 35-36. These are written for the class practicals, but also apply to the proposed IA. Presenting their proposed class practical to an ethics board of their peers is a good way for students to consider the ethics of their research.
How can I be sure that my students have all the required knowledge and understanding to answer the questions in Paper 2 Section A?
I would suggest creating a template for them to complete for each class practical, based on the questions on the specimen paper. These questions will not change format. So, for example, question 1 for the student template would be:
Describe how you used __________________ (research method) in your class practical and its aim and procedure.
Explain that “how you used” would include the sampling technique, choice and characteristics of participants and any research question or your hypothesis, if the experimental method was used.
Using this as a model, it is easy to see how the other questions could be formulated, and by answering them, the student will have enough material to succeed in Paper 2. If you don't want to use all concepts in Question 2, then just choose a different but relevant one for each method: “Explain the concept of ________ in relation to _______________ (research method) in your class practical.” This template could also form the basis for a formative or summative assessment.
Upcoming post: Getting off to a good start
How to engage students from the very beginning of the course is the topic of the next blog. It can seem challenging for us, as well as for our students, so there will be suggestions shared on how to introduce the material in an interesting and relevant way.