ib psychology paper 3 research methods

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• December 31, 2022

Your Ultimate Guide for Acing IB Psychology Paper 3 (HL only)

Written By Rashi S.

Before beginning, feel free to check out how to tackle IB Psychology Paper 1 and Paper 2 if you have not yet and/or are interested!

Paper 3 (P3) is only for HL students, focusing on the research methods in psychology. It consists of 3 parts, all of which must be answered (no choice of questions). A research scenario is presented and students answer questions related to the methods and conclusions of it.

Question (Q) 1 consists of 3 parts, all of which must be answered for a total of 3 marks each, 9 marks in total.

  1. (a) Identify the research method used and outline two characteristics of the method.

I do not recommend using bullet points for this question; nevertheless, ensure that your answer is clear for the examiner. Generally, the IB requires that the number of maximum marks you can gain on a question is the number of points that you need to make. In this case, you need to make three points as the question is worth three marks; one mark for identifying the correct research method and two marks for stating its two correct characteristics. Additionally, I would recommend mentioning an additional point to the two points that you are already made, to ensure that you maximize the number of marks you earn (i.e. in case the point you make is not on the mark scheme or a point made is ambiguous).

• The research method used is semi-structured interviews. Some characteristics of it are that the interviewer pre-determines topics or themes to explore. Moreover, it contains both open-ended and close-ended questions; whilst the former allows the respondents to elaborate, the latter invites brief and precise answers. Lastly, semi-structured interviews are informal and conversational, facilitating a rapport between the interviewer and the interviewee.

(b) Describe the sampling method used in the study.

The strategy to employ for tackling this question is the same as the one used in 1(a). This question requires that you correctly identify the sampling method used in the study (1 mark), and state two correct characteristics of the sampling method (2 marks). I do not recommend using bullet points for this question as well and recommend mentioning an additional point to the two points that you have already made.

• The sampling method used is purposive sampling. Participants are chosen because they possess characteristics salient to the research study, in this case, those who have some experience with taking drugs. Participants are recruited through advertising in places where those with the selected criteria can be found. In this case, in school magazines, for instance. Finally, purposive sampling may include snowball sampling.

(c) Suggest an alternative or additional research method giving one reason for your choice.

For this question, I recommend suggesting an additional research method instead of an alternative one. This is because it is suggesting an additional research method is easier to justify instead of arguing for using an alternative method.

• An additional research method is to utilize a quantitative survey, in which objective questions are used to gain insights from respondents. Subsequently, interviews can be conducted with some randomly selected participants to gain deeper insight into their cultural identity. The survey would enable the researchers to design questions to elicit the required data. Moreover, it can be quantified to make comparisons and enables larger samples size compared to only 19 participants, as in the study.

N.B. Connect your answer to the stimulus material presented when you can.

  Q2 on the exam can be on any ONE of the two prompts (no choice) for a total of 6 marks.

  1. Describe the ethical considerations that were applied in the study and explain if further ethical considerations could be applied.

• You are required to write about six different ethical considerations (because question = 6 marks maximum)
• The question is divided into two parts: first, students need to write about the three ethical considerations that were taken in the study, and second, you must explain three additional ethical considerations that can be accounted for. Although the question mentions “ if further ethical considerations could be applied,” it is, in fact, not asking that. Instead, think of it as “ how further ethical considerations could be applied”
• Thus, this requires you to explain three additional ethical considerations which were not mentioned/taken in the stimulus material.
• Informed consent or parental consent (if the participant is a minor)
• Confidentiality
• Right to withdraw before the study, during the study, or after the study
• Any use of concealment or deception is justified
• Approval from an ethics review board
• Coercion (is there any pressure to participate?)

  2.Describe the ethical considerations in reporting the results and explain additional ethical considerations that could be taken into         account when applying the findings of the study.

• This question is different from the first one in that it specifically asks students to refer to ethical considerations that could be taken into account when applying the findings of the study and not general additional ethical considerations.
• Your answer can refer to any of the following:
• Anonymity/pseudo anonymization: involves removing names or using fake names respectively for the publication of results
• Right to withdraw
• Informed consent/parental consent: informing people how their data will be used
• Debriefing: informing people how the results will be reported/published

N.B. Connect your answer to the stimulus material presented, at least once.

  Q3 on the exam is on any ONE of the three prompts (no choice) for a total of 9 marks.

However, before discussing the questions and how to answer them, it is salient to note that the top most markband for P3 Q3 mentions the following:

• 7 – 9: The question is understood and answered in a focused and effective manner with an accurate argument that addresses the requirements of the question. The response contains accurate references to approaches to research with regard to the question, describing their strengths and limitations. The response makes effective use of the stimulus material.

From my research, there seems to be ambiguity regarding how exactly to earn the 9 points in Q3 and it is not as clear-cut as it is for the previous questions.  Therefore, from a quality answer key from Pamoja online IB psychology, I mention the principle characteristics of two answers for two prompts and direct you to a sample answer for the third one:

    1.Discuss how a researcher could ensure that the results of the study are credible.

• Begin by defining “credibility”
• Moreover, you can discuss the internal validity, member checking, peer debriefing, and triangulation. Provide a definition for each of this concept before discussing it and relating it to the stimulus material.

    2.Discuss how the researcher in the study could avoid bias.

• Start by defining “bias”
• Moreover, you can discuss sampling bias, researcher bias, participant bias, and triagulation. Similar to above, provide a definition for each of this concept before discussing it and relating it to the stimulus material.

        3.Discuss the possibility of generalizing/transfering the findings of the study. The relevant term, generalizing or transferability is used in exams depending on whether the question relates to a quantitative or qualitative study.

• When I was in the IB DP, Dixon’s IB psychology website and youtube videos were of huge help; hence, I suggest utilizing this resource. Scroll to the bottom of this blog to see an example answer for this question.

Time yourself

P3 is one hour. Thus, I recommended using 10 mins for Q1, 20 mins for Q2, and 25 mins for Q3, leaving the last 5 mins to proofread.

Related Posts:

Your Ultimate Guide for Acing IB Psychology Paper 1 | IB | ++tutors (plusplustutors.com)

Your Ultimate Guide for Acing IB Psychology Paper 2 | IB | ++tutors (plusplustutors.com)

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Chapter 3: Assessment in IB Psychology

Chapter outline.

How will I be assessed?

How will my writing be assessed in IB Psychology?

What do I write about?

How can I score top marks when I write in response to SAQs?

How can I score top marks when I write in response to ERQs?

Essential Questions How will I be assessed in IB Psychology? How can I improve my writing?

After studying this chapter, you should be able to:

Distinguish between SAQs and ERQs

Identify the requirements of Paper 3 (HL students only)

Understand how your writing will be assessed

Identify the requirements of each of the command terms

Develop strategies to improve your writing

Myths and Misconceptions

Some people are born writers.

Writing is a skill you can develop. To write well, you need lots of practice writing IB style essays. You need patience too as it takes many months to write like a psychologist. To improve your writing, you must be committed to the process. You also need to be committed to improving your writing.

Google searches can help me answer IB Psychology questions.

Google searches can provide you with information about a topic but do not copy and paste content directly into your essays. Take notes and think about the material. You must write in your own words. Pamoja uses Turnitin.com to detect any similarities between your writing and internet sources.

The more I write, the better my marks.

Not so. You should write around 250 words for an SAQ and 800 words for ERQ, but writing everything you know about a topic without answering the question will not result in a high score. “Focus” is an important criterion in evaluating your writing.

I can use research studies to prove my point.

Not so. Psychology is a new science and answers to research questions are tentative and often contentious (contentious = likely to cause disagreement between people). Instead of “prove” use “show” or “demonstrate”.

1. How will I be assessed?

There are two types of assessment in IB Psychology: formative that provides feedback on how you are learning and summative that provides feedback on how much you have learnt.

Formative work needs to be submitted by the due date and it is marked 'Complete' or 'Incomplete' by your teacher.

Examples of Formative Assignments:

Write a description of a psychological study.

Write an outline for an essay topic.

Make graphic organisers showing memory models.

Contribute to a group project.

Summative work also needs to be submitted by the due date. Your answers to Short Answer Questions (SAQs) are marked out of 9, and your answers to Extended Response Questions (ERQs) are marked out of 22.

Examples of Summative Assignments

SAQ: Explain how one hormone influences one human behaviour.

ERQ: Discuss social learning theory.

ERQ: Evaluate two treatments for one or more disorders.

Your IB grade is based on internal and external assessments. The internal assessment (IA) is a 2200-word report on an experiment undertaken in year 2. This report is graded by your teacher and then moderated by IB. External assessments are IB examinations held at your school.

The IB Psychology Guide provides you with a set of assessment objectives and syllabus outlines for both Standard and Higher Level Courses.

Table 3.1 SL Assessment Components

Table 3.2 HL Assessment Components

2. How will my writing be assessed?

A set of criteria is used by your teacher to grade your summative assignments. How well you have met these assessment criteria is judged by using markbands. For example, if your response to an SAQ is focused on the question, with accurate and relevant knowledge of concepts and research studies you will be awarded between 7 and 9 marks.

Table 3.3 SAQ Level Descriptors

The assessment criteria for the ERQ is more extensive as you will be writing an essay. The top mark you can earn is 22. To do that you need to:

Focus on the question

Demonstrate your knowledge and understanding

Use relevant research studies to support your answer

Show critical thinking

Show effective organisation and expression

Criterion A: Focus on the question (2 marks)

Criterion B: Knowledge and understanding (6 marks)

Criterion C: Use of research to support answer (6 marks)

Criterion D: Critical thinking (6 marks)

Criterion E: Clarity and organisation (2 marks)

Table 3.4 ERQ Level Descriptors

Time to reflect Reflect on how you have been assessed in the past. Are the requirements of good writing in IB Psychology similar or different to other subjects you have studied?

3. What do I write about?

Your writing will focus on topics from the Core and the Options. You will describe, explain, discuss and evaluate psychological concepts and theories and show how research has advanced our understanding of human behaviour. For example, you will write about how hormones influence behaviour, or how decisions are made or how membership of social groups affects identity. You will also write about research methods and ethics, and HL students will have a separate paper exploring research methods (approaches to research) further.

Every SAQ or ERQ has two components: a topic and a command term. The command term is the signpost that tells you how you should demonstrate your knowledge and your ability to think critically.

As you can see below, command terms are ordered by how deeply you should write about a topic. 'Outline' only requires a brief account or summary but 'To what extent?' involves much more depth and critical thinking on your part.

Table 3.5 sets out the command terms used in IB Psychology:

Table 3.5 Command Terms

4. How can I score top marks when I write in response to SAQs?

To reach the top markband, you need to demonstrate accurate knowledge of a topic. That involves defining psychological terms and explaining concepts. To support your answer, you must know the details of one or more studies. In short, know what you are writing about and stay focused in meeting the requirements of the command term.

5. How can I score top marks when I write in response to ERQs?

ERQs are much more complex, and it does take time to learn how to meet the requirements of these questions.

To reach the top markbands you must:

Explain the problem or issue raised in the question.

Use and explain relevant psychological research to support your ideas and develop your argument (this is sometimes called a thesis).

Develop your ideas.

Evaluate studies and think critically.

Write an introduction, body paragraphs and a conclusion.

This is a long list so let’s unpack it. There are four considerations:

You must focus on the question. How can you show the examiner you are doing that? The best approach is to use the words in the question. When asked to discuss the effects of genes on behaviour, then the word “genes” and “behaviour” should appear in your essay many times. That is simple enough.

2. Research

You have to include relevant research studies. There are hundreds of thousands of psychological studies but we will focus on classic studies and important modern studies. The question here is how many. There are no hard and fast rules but at least two should be used. You do have to balance depth and breath. The studies should not be all classic studies. Aim for some modern ones from the late 20th and the 21st Centuries. In deciding which studies to use, and how many, think about what the study shows. There is not much point in having several studies that all make the same point!

3. An argument

You must develop an argument. Some subjects call an argument a thesis. Do not think of this argument as a fight or squabble as the word means something entirely different in academic writing. Instead see your argument as a way of showing you can think critically about the question by providing the reader with your point of view, your perspective. If you look below; all the ERQ command terms require you to make an argument.

Table 3.6 ERQ Command Term and Example Arguments

You should be able to write your argument in a sentence or two. Make it clear and explicit. You can write a sentence like: “This essay will argue that . . .” As well as stating your overall response to the ERQ you need to think critically about the studies you use to support your point of view. Some studies are very useful, and they do present convincing evidence to support your perspective, but all studies have their limitations. You need to identify these flaws and say how they affect your argument . Though you have taken a point of view, that does not mean you are blind to other perspectives or the limitations of the studies you are using to support your argument. During the course, you will be shown model answers that demonstrate critical thinking.

Further advice about critical thinking can be found in the IB Psychology Course Guide.

4. Organisation

Your essay should have an introduction, body paragraphs and a conclusion. This structure helps your reader follow your train of thought. To do this, you must link the parts of your argument together and have an orderly sequence of one idea after the other. Though the idiom “train of thought” originated before railway trains were invented, we can use this metaphor to help understand how the different parts of your essay should pull together.

The Introduction

Picture a railway train. Its powerful engine up front with a sign showing its destination. The passenger carriages follow behind with the conductor’s wagon last. Think of your introduction as the driving force behind your essay. It should tell the reader where you are taking them. You can do this by explaining the key terms of the questions and stating your argument. You should also identify the studies you will use to support that argument.

The body paragraphs

In the same way that train carriages need to be joined, so do your body paragraphs need linkages. Without these connections, your train of thought is lost. The best way to sequence paragraphs is to write about your studies in chronological order. In other words, if a paragraph makes a point by citing a study of 1968 it should come before research from 2006. Each paragraph should move your essay forward, and that is where the topic and the concluding sentence of each paragraph is essential. Both these sentences should relate to the ERQ title.

The conclusion

The last paragraph of your essay should sum up your key ideas and restate your argument. It should show that you have answered the ERQ.

Model Answers

Here is a response to an SAQ from the Biological Approach:

Explain how one gene may influence behaviour.

This response will discuss the connection between the 5-HTT serotonin transporter gene and depression. Genes are sections of DNA within the chromosomes that use amino acids to create proteins which then, in turn, instruct cells in the body how to behave. Considering this, genes have been linked to various behaviours, such as depression.

Teacher comment: A very good definition of genes that responses to the command term.

The 5-HTT transporter gene transports the neurotransmitter serotonin from the synaptic gap between neurons, to be reuptaken by the pre-synaptic neurons. A lack of serotonin in certain brain regions has been shown to be linked with depression. A polymorphism (variation) on the 5-HTT gene is responsible for three different types of the gene (alleles): long/long allele; long/short allele; short/short allele. People with the long/long allele polymorphism seem to respond to stress in a more resilient way than those with the short/short variation, who more often have a depressive response to stressful events.

For example, a study conducted by Caspi et al. (2003) was a natural experiment that investigated whether a functional change in the 5-HTT gene was linked to a higher or lower risk of depression in an individual. They split their 847 participants into three groups, depending on the length of the alleles on their 5HTT transporter gene: two short alleles; one short and one long allele; two long alleles. They then calculated correlational analyses between stressful life events, length of alleles and depression. They found that participants with two short alleles in the 5HTT transporter gene reported more depression in response to stressful life events than either of the other two groups. Participants with two long alleles reported fewer depression symptoms. They concluded that there appeared to be a correlation between having short alleles on the 5HTT gene and instances of depression linked to stressful life events. Having two long 5HTT gene alleles seemed to offer protection from stress-related depression. This shows how one gene may interact with the environment to influence human behaviour.

Teacher comment: After a detailed description of the study the student explicitly links back to the question.

Here is a response to an ERQ from the Sociocultural Approach:

'Evaluate one or more studies that have investigated Social Cognitive Theory.'

Psychologists have attempted to understand learning processes for decades, especially how we learn certain behaviours, as this is the very foundation of human psychology. One compelling explanation is Social Cognitive Theory (SCT), which proposes that observation of others (as role models) in one’s social environment influences behaviour. Bandura et al. (1961) and Konijn et al’s (2007) studies investigate how individuals learn aggressive behaviour and both provide evidence for the SCT. This essay will evaluate the aforementioned studies and argue that despite providing useful insights, further research is necessary to understand why humans adopt certain behaviours.

Teacher comment: Issue identified

Teacher comment: Clear link back to the question is made

SCT proposes that observational learning (the observation of models in an individual’s environment) influences behaviour. Granted, not all observed behaviours are adopted, so SCT outlines four factors that determine if a behaviour will manifest itself. Firstly, learners must pay attention to the model; attractiveness, authority, or self-identification with the model all influence this. Secondly, the behaviour must be remembered (retention). Self-efficacy (the belief that one can accomplish a task) is also important, with factors like positive mood and past successes increasing likelihood of a behaviour’s manifestation. Lastly, observers need motivation. This is affected by outcome expectancies learned through observation. If the observed model is rewarded for a behaviour, the learner’s motivation increases and vice-versa. This is termed vicarious reinforcement and explains why observers fail to adopt a behaviour despite meeting other requirements.

Teacher comment: Describes the theory using all the relevant psychological terms

Bandura et al’s laboratory experiment (1961) demonstrates SCT. The researchers aimed to determine if children (observers) learn aggression from adults (models) and if they are more likely to imitate same-sex models (a form of self-identification). 36 boys and 36 girls from an American nursery were matched for aggression levels towards objects and subsequently split into groups of 12 using a 2x2 factorial design. IV1 was if the adult model was aggressive (towards Bobo doll) or not (assembled toys). IV2 was if participants saw a same-sex model. Remaining participants had no model; they served as a control. After exposure to their assigned models, children were placed into a toy room, but were soon taken out and told the toys weren’t for them. This created frustration in participants that could later lead to aggression. Finally, children were taken to a separate room with toys, including those used by their former models, for observation.

Teacher comment: Study described accurately

Results showed that children observing aggressive models were significantly more verbally and physically aggressive than those in other groups (specifically towards Bobo). Additionally, children were more likely to imitate same-sex adults. Researchers concluded that exposure to aggressive models, especially same-sex models, cause children to imitate aggressive behaviours. The difference in aggression between children observing different models supports SCT. The heightened aggression from observing same-sex models also supports SCT by showing how self-identification influences behaviour adoption.

Teacher comment: Link made back to the question

While this study is compelling evidence that observational learning influences behaviour, it has strengths and limitations to be considered. Through controlled factors and a 2x2 factorial design, the study provides clear evidence of a cause and effect relationship between the role model’s behaviour and the child’s behaviour. However, since this wasn’t a longitudinal study, there is no guarantee that children will continue to display aggressive behaviour. SCT argues that learned behaviours are continued, therefore the study’s support for SCT is limited by this. Additionally, the study method shows some bias, as Bobo dolls are made to be hit; there was a lack of emotions and vicarious reinforcement that would be present in real life, and so this lacks ecological validity. Lastly, the sample’s homogeneity limits generalizability, but this can be rectified through replication. Overall, the study provides some support for SCT.

Teacher comment: Evaluation of the study made relevant to SCT and linked back to the question

Teacher note: This essay could have omitted the second study completely and moved onto the conclusion and still gained excellent marks. It is longer than 800 words, and if you think you cannot write this much, then move onto your conclusion. Never submit and essay without a conclusion.)

Konijn et al’s laboratory experiment (2007) is a more modern study supporting SCT. Researchers aimed to investigate if violent videogames, mixed with wishful self-identification with violent characters, increases aggression. Their participants, 112 Dutch middle school students with low educational levels, answered questionnaires on aggressiveness and sensation-seeking. They were then randomly assigned to play a violent (aggressive model) or a non-violent game for 20 minutes. After this, participants played a competitive game against an ostensible partner, which involved winners blasting the loser with a loud noise. Participants chose a blast level between 1 and 10 and were told that the final three levels could cause permanent hearing damage. Finally, participants answered a questionnaire to assess wishful self-identification with the main character of their assigned game. Results showed that participants playing violent games were more aggressive towards their partner. Aggression was heightened when participants in the violent videogame group had an identification with the main character; these participants used nose levels 8-10, despite being told of its potential harm. Researchers concluded that aggressive models (violent videogames) and wishful self-identification (measured through questionnaires) increase the likelihood of adopting aggressive behaviours. The positive correlation between self-identification and observing aggressive models and measured aggression levels supports SCT.

Teacher comment: Link to question made at end of accurate and detailed description of study

Strengths of the study were the controlled environment, assessment of prior aggression, measurement of unprovoked aggression, and use of a control group, which all all helped to establish a causal relationship and ruled out alternative explanations, ultimately making the study more internally valid. Compared to Bandura’s study, this experiment has high ecological validity as participants had an ostensible partner and an awareness of consequences. Additionally, researchers didn’t assume self-identification like Bandura, making results more reliable. However, like with the Bandura study, there is no guarantee that aggressive behaviour will continue. Results are also not generalizable to females, highly educated individuals, and other age groups, so the study must be replicated and compared to ensure reliability. Like Bandura’s study, Konijn’s has excellent controls, but really only supports SCT for a limited target population.

Teacher comment: Evaluation again uses psychological terminology and weighs the strengths and limitations

To conclude, SCT states that behaviour is influenced by observational learning and is adopted based on various factors. Bandura et al (1961) and Konijn et al (2007) both provide some support for SCT by showing participants’ tendency to imitate aggressive behaviour seen by models, and that this behaviour is amplified with a self-identification factor. Though compelling, both studies have limitations, especially regarding population validity that make it difficult to generalise their findings in support for SCT. That being said, further research could be conducted to fully understand this phenomenon.

Teacher comment: Final evaluative comment in conclusion and providing link back to the question

Paper 3 is for HL students only. It assesses applied knowledge of research methods (approaches to research) and ethical considerations when conducting research. The paper consists of a research scenario followed by a three short answer questions for a total of 24 marks. The questions will be chosen by the paper setters from the set of static questions outlined below. Therefore the questions will not vary from the format given in the grid.

Question 1 will consist of all of the following questions (total 9 marks)

The questions will be assessed using an analytical markscheme

Question 2 will consist of one of the following questions (total 6 marks)

The question will be assessed using an analytical markscheme

Question 3 will consist of one of the following questions (total 9 marks)

The question will be assessed using the rubric below

Table 3.7 Rubric for Question 3

Example Paper 3 question

The stimulus material below is based on a study on the influences on young people’s use of drugs.

The aim of this study was to investigate processes involved in drug-related decision-making in an adolescent sample. According to the researchers, the identification of important factors in decisions to use drugs could potentially help to develop and inform new approaches to prevention and education.

A purposive sample was recruited through advertising in youth clubs, nightclubs, shelters and schools. The sample was multi-ethnic and consisted of 30 participants (age range 16 to 21) including both males and females. Most of the participants lived with their parents, some were homeless and some lived with friends.

Before the semi-structured interview, the participants signed an informed consent where they also gave consent to videotape the interviews for later transcription and inductive content analysis of the qualitative data. They were also assured of anonymity. The interview guide prepared by the researchers included topics such as drug use of friends, personal drug use experience, and reasons for using as well as not using drugs.

The results showed that reasons for using drugs ranged from the desire to relax and decrease inhibition to increase energy, relieve boredom and depressive thoughts, and increase motivation to get things done. Some participants reported that media coverage of specific drugs influenced their decision of whether or not to use drugs. For example, news stories about ecstasy-related deaths had made them decide that the benefits of using that drug were not worth the risk of negative effects. The data also suggested that the decision to use drugs was rather through personal choice than social pressure.

The researchers concluded that prevention strategies should take into account that decision-making in drug use is complex and therefore multiple influences should be addressed in the design of future prevention programmes. They also recommend that further research is needed to decide on the relative importance of the different factors that influence different people’s choice of drugs.

Answer all of the following three questions, referring to the stimulus material in your answers. Marks will be awarded for demonstration of knowledge and understanding of research methodology.

Find below sample responses to these Paper 3 questions:

Further Reading

The Pamoja Teachers Articles Collection has a range of articles relevant to understanding more about in assessment in IB psychology.

Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.

Bouchard, T.J., Lykken, D.T., McGue, M., Segal, N.L., & Tellegen, A. (1990). Sources of human psychological differences: The Minnesota study of twins reared apart. Science , 250 , 223-228.

Crane, J., & Hannibal, J. (2009). Psychology Course Companion. Oxford, England: Oxford University Press.

Horn, J.M., Loehlin, J.C., & Willerman, L. (1979). Intellectual resemblance among adoptive and biological relatives: The Texas Adoption Project. Behavior Genetics , 9 (3), 177-207.

Konijn EA; Bijvank MN; Bushman BJ.(2007). I wish I were a warrior: the role of wishful identification in the effects of violent video games on aggression in adolescent boys. Developmental Psychology , 43(4), 1038-44.

Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences , 97(8), 4398-4403.

Martinez, J. L. J., & Kesner, R. P. (1991). Pharmacology and biochemistry: Memory: drugs and hormones. In J. L. J. Martinez & R. P. Kesner (Eds.), Learning and memory: A biological view (pp. 127–163). Orlando, FL: Academic.

Scarr, S., & Weinberg, R.A. (1977). Intellectual similarities within families of both adopted and biological children . Intelligence , 1 , 170-191.

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The following responses are based on this Paper 3 which served as a mock exam.A. Identify the method used and outline two characteristics of the method.The researchers used a focus group. In a focus group, researchers gain a large amount of information in a short period of time. Participants also have the opportunity to enrich each others" thoughts and ideas as they are commonly about 8 - 12 people in one group. A researcher...

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Lesson Idea: Sampling Methods – Practice for Paper 3

Travis Dixon February 10, 2019 Research Methodology , Revision and Exam Preparation

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For IB Psychology Paper 3, students need to know the following five sampling methods:

Getting a sample can be trickier. Identifying which sampling method was used can be even trickier!

• Opportunity/convenience
• Self-selected/volunteer

The stimulus material (summary of a study) that you are given in the exam may or may not state the sampling method used. Therefore, you need to be prepared to identify the method used based on the summary of how the participants were gathered. This activity is designed to get ready to be able to do this.

Your task is to read the following summaries of how researchers may gather participants and identify which sampling method has been used (This is similar to this activity based only on the first three of the above methods).

Note:  Some of the following scenarios could be identified as two different methods – the key is you can justify your answer based on the definitions and characteristics of the method.

Which sampling method was used?

• The Minnesota Center for twins has a web-page where if you’re a twin you can fill out your details if you want to be contacted about participating in their study.
• A researcher studying the effects of alcohol visits an AA meeting and asks for participants.
• On a college campus during registration (where  all  students have to attend and register for classes), a research assistant asks every 10th participant if they would like to participate in a study.

Be careful not to say that a study is a volunteer study because participants volunteered – nearly all participants volunteer for a study, regardless of the sampling method. (Photo by Public Domain Pictures on Pexels.com)

• A Japanese researcher is interested in the attitudes of new fathers towards parenting so they visit a government run seminar for expecting parents (i.e. couples who are about to have their first baby). A team of research assistants with clipboards individually approach the father’s during breaks in the seminar to ask if they’d like to participate by filling out a short questionnaire.

Exam Tip:  Read the stimulus material carefully, as there is a good chance the sample method that was used will be stated directly in the summary. If it is and you write about a different method, you will score 0 marks for Question 1b.

Definitions

Opportunity/convenience:  Gathering participants who happen to be available at the time of the study.

Random:  A random sample is when every member of the target population has an equal chance of being asked to participate in the study.

Self-selected/volunteer:  Participants are the ones that approach the researchers as volunteers to participate in the study, usually in response to some form of marketing or advertising from the researchers.

Snowball:  A sample that gradually increases in size after a small number of seeds originally selected ask more people to participate. Purposive sampling may include an element of snowball sampling.

Purposive:  A sample that has been gathered because they have a particular set of characteristics that make them suitable for study.

Qualitative methods made easy with our teacher support resources .

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.