The IA topic
Many of us plan to introduce the IA proposal at the end of this academic year. This timing works well, as students will have completed several class practicals and developed a stronger understanding of key concepts and research methods.
However, questions remain about choosing a topic.
Students are not required to conduct the research themselves, which allows them to explore a wider range of engaging and meaningful topics. They may propose research related to mental health, cultural differences, body image, everyday stress, loneliness, and other areas of interest. (See p. 54 of the psychology guide for topics that are not permitted.)
What doesn't work
Students are wanting to base their IA on a study; an approach that was appropriate in the former curriculum. This strategy feels safe: students are familiar with the research, and those of us who have been teaching psychology for several years certainly are as well. However, it is important that students start by identifying a problem that they would like to address and then propose a way to investigate some aspect of the problem. Trying to work backwards from familiar research to construct an “issue” is unlikely to be effective.
Please note that John and I cannot approve student IA questions. We may only answer questions that you have about the questions. When asking about a student's proposal, always explain why you are questioning whether the topic should be approved.
Picking a problem
The topic must focus on a real-life problem affecting a specific population of interest. This population will often be students, as that is where many of our students’ interests naturally lie - but it does not have to be. The issue could relate to older adults, a particular professional group, or individuals facing a specific physical or mental health challenge.
Students should be encouraged to look beyond themselves and consider the challenges others face in the world around them. They will need to identify a problem or issue and select two pieces of research whose findings and conclusions are directly relevant to that topic.
Based on that problem, students must make the following decisions:
- An appropriate research question to ask about the identified problem.
- Which research method to propose, out of the four methods used in the class practicals.
- What findings to expect. (This is where the background research is helpful.)
- The implication of these findings for policy or practical changes that could be proposed to benefit the population of interest.
This is why a simple question based on a study from the previous curriculum will not do.
Using an ethics committee
I strongly recommend that students present their proposal to an ethics committee, delivering a five-minute introduction to their topic and outlining how they would plan to investigate it. Their peers can then ask questions, assess the feasibility of the proposal, and, most importantly, consider any ethical implications. This can be conducted as a whole-class activity or in smaller groups if the class is large.