Research questions - IA and EE
What is the difference between an extended essay research question and an IA research question (RQ)? The first difference is that the IA proposal does not have to have an RQ; an aim is sufficient. But many of us feel that a question gives focus, and allows students to check that they have answered it at the end. However, we have noticed that some students are framing their IA question as if it were a "to what extent" question, and it is not. So, how do the IA and EE RQs differ?
EE and an IA: Different purposes
The aim of a psychology EE is to develop students' academic research, critical thinking, and writing skills. It allows them to conduct independent research on a psychological topic of their choice to develop an argument that answers their research question, which should be debatable. (i.e., not a “Yes" or ”No" answer). No target population is required, and the influence of the identified variable on several different populations may be researched to construct an argument.
The aim of a psychology IA proposal is to identify a problem that already exists for a specific “population of interest.” Students start by identifying what the problem is; the purpose is not to develop an argument, but to develop deeper understanding, design a research methodology that allows for data collection, and suggest a practical or policy change that may help solve it. With such different aims, the research questions need to be different as well.
It is also important that students do not “double dip” and write their EE on the same topic as their IA, although the same broad area of interest may be investigated. For example, if the EE is based on a question around the effect of bullying on teenage mental health, then the IA question should not be the same. However, the IA could investigate the effectiveness of a particular anti-bullying program in local secondary schools.
Example of an EE research question
A common approach is to start the EE question with “To what extent…?” For example, “To what extent do academic demands contribute to teenage depression?” is a good EE question, which looks at the influence of one variable, “academic demands” (which will need to be operationalised in the essay) on another variable, which can be easily operationalised by using the DSM-5 and specifying ages 13-19.
“How do academic demands contribute to teenage depression” is a factual question that is unsuitable, as it would not lead to an argument, but to a list of the ways in which academic demands affect teenage depression. Of course, provided there is an argument and debate present in the body of the EE, other phrasing can work. “Why are women more likely than men to be diagnosed with depression?” is an acceptable question, as there is a debate here. See this page for more help.
Example of an IA research question
Unlike the EE, there is no need to debate the extent to which the problem for the population of interest is a valid issue. The focus is instead on how to understand the effect on this population through a research proposal that includes a proposed solution. So a “How” question is perfectly fine for the IA. A “To what extent” question would not be appropriate, as the focus on the validity of the identified problem would be incorrect.
For example, “How does social anxiety disorder contribute to adolescent absence from school?” is a good IA question, as there has already been research into this, and it will be possible for the student to suggest practical and/or policy solutions. They do not need to know to what extent social anxiety influences school absence; instead they are proposing a research method that will allow them to investigate it further and develop ideas on how to improve the situation.
See this page for more IA question ideas.