1. IB Psychology Research Methodology
Focus on
Paper 3.
R. Priestley, 2014

2. Quantitative v Qualitative
R. Priestley, 2014

3. Quantitative versus Qualitative
Quantitative data can be ‘quantified’ and counted
Qualitative describes
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4. Differences between qualitative and quantitative data
Word/descriptive data
Numerical data
Rich, detailed data
Ranked/categorised/reduced data
High in ecological validity (small sample)
Reliable/generalisable (larger sample)
Subjective involvement (inevitable, so reflexivity is important)
Objective
Process may be inductive ( generate a theory)
Process is deductive (test a theory)
Multiple realities/truths
One reality/truth
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5. Differences between Quantitative and Qualitative Methods
To predict and control
To understand (what how why)
Isolates variables and tests hypotheses
Defines very general concepts and searches for patterns
Narrow lens (deductive)
Wide lens (inductive)
Experiments
Case studies, Observation, Surveys and interview
Prediction
Rich “thick” descriptions
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6. Differences between Quantitative and Qualitative Methods
Positivism
Constructivism
Knowledge consists of facts gained from the world
Knowledge is socially constructed to provide our understanding of the world
Focus on numbers
Focus on rich data and meaning in social contexts
Laboratory control
Natural settings
Research on subjects
Research with participants
Reductionist
Holistic
Numerical data
Non-numerical data
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7. Advantages of Qualitiative Research
Social context
Naturalistic
Emphasis is on participants own terms and interpretations of the world.
Reflexivity – the researcher takes into account the possible influences they had on the participants reactions & interpretation of data
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8. Advantages (continued) The Language of qualitative Research
Reaction to Positivism – what cannot be observed and numerically measured is not available to scientific investigation
Qualitative research involves a reaction against Positivism:
Problems with isolating people from context
Researcher is part of the social construct
Artificiality of experimental procedure
Imposition of preordained variables
Deception
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9. Allows Reflexivity
Reflexivity requires an awareness of the researcher's contribution to the construction of meanings throughout the research process, and an acknowledgment of the impossibility of remaining 'outside of' one's subject matter while conducting research.
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10. Limitations of qualitative research
Can be very time consuming to conduct
Can take more of participants’ time compared to an experimental approach
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11. Creating a toolbox of terms:
Distinguish between qualitative and quantitative data.
Explain strengths and limitations of a qualitative approach to research.
To what extent can findings be generalized from qualitative studies?
Discuss ethical considerations in qualitative research.
Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).
Explain effects of participant expectations & researcher bias in qualitative research.
Explain the importance of credibility in qualitative research.
Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
Explain reflexivity in qualitative research
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12. FROM GUIDE (CONTINUED):
SECRET G
To what extent can findings be generalized from qualitative studies?
Discuss ethical considerations in qualitative research.
Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).
Explain effects of participant expectations and researcher bias in qualitative research.
Explain the importance of credibility in qualitative research.
Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
Explain reflexivity in qualitative research G E S E C T R
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13. The Qualitative toolbox
Sampling
Ethics
Credibility
Reflexivity
Expectations:
Participant
Researcher
Triangulation
Generalizability
Researcher bias
Consent, Withdrawal, Debriefing, Deception, Confidentiality
Reliability and Validity
& Demand Characteristics
SECRET G
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14. Psychology Paper 3
The purpose of Paper 3 is to test knowledge of qualitative research methodology within the context of specific stimulus material
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15. Paper 3 is not about the topic
must focus specifically on how the researchers could investigate the topic of the stimulus material
there should be no analysis of the topic. Analysis is about the methodology
Research should not be cited.
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16. Required in Paper 3
Demonstrate knowledge of qualitiative research methods
Relate that knowledge to the stimulus piece
Meet the demands of the command term
Write a well-developed response that defines terms, uses correct vocabulary and clarifies all statements.
Demonstrate critical understanding of qualitative research methodology applied to the stimulus material
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17. Planning for a Paper 3 response
Before beginning: use 5 minutes reading time to read through the text carefully. Goal is general understanding of the stimulus material.
When the exam begins, for each question, note:
Command term
methodological focus if it is stated in the question (eg overt participant observation)
Re-read the text and underline the information in the stimulus material that can help answer the questions.

18. Writing Response
each response should address the question asked and nothing else. Should demonstrate relevant knowledge (eg on sampling method if this is the focus) and combine this with information from the stimulus material
Stimulus material should be explicitly addressed (by line numbers) to support argument.
Define important terms (eg ‘credibility’). Response should be written for someone who knows nothing about psychology.
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19. Explain one ethical consideration in this qualitative research study.
One ethical consideration in this study could be to ensure anonymity for both students and teachers. Anonymity means that nobody will be able to identify the participants. In this specific study, audio taping the class in teaching situations could be an issue because people might be able to identify students and teachers from this tape. Therefore, all audiotapes should be destroyed as soon as transcripts have been made. In the report, participants should be anonymized, for example giving them different names or assigning them numbers.
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20. observations
• Evaluate participant, non‑participant, naturalistic, overt and covert observations.
• Discuss considerations involved in setting up and carrying out an observation (for example, audience
effect, Hawthorne effect, disclosure).
• Discuss how researchers analyse data obtained in observational research.
From the: IB
Psychology Guide
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21. Case studies IB Psychology Guide From the:
• Evaluate the use of case studies in research.
• Explain how a case study could be used to investigate a problem in an organization or group (for example, a football team, a school, a family).
• Discuss the extent to which findings can be generalized from a single case study.
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22. Interviews
From the: IB
Psychology Guide
• Evaluate semi‑structured, focus group and narrative interviews
• Discuss considerations involved before, during and after an interview (for example, sampling method
data recording, traditional versus postmodern transcription, debriefing)
• Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
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23. SAMPLE MARKING Paper 3.
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24. Markbands for paper 3
LOW The answer does not reach a standard described by the descriptors below. There is an attempt to answer the question, but knowledge and
understanding is limited, often inaccurate, or of marginal relevance to the question. The response makes no direct reference to the stimulus materia or relies too heavily on quotations from the text.
MID The question is partially answered.
- Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question. The response makes limited use of the stimulus material.
HIGH The question is answered in a focused and effective manner and meets the demands of the command term. The answer is supported by appropriat and accurate knowledge and understanding of qualitative researh methodology. The response demonstrates a critical understanding of qualitative research methodology applied to the stimulus material.

25. Some final hints on responding to Paper 3
Refer to stimulus material explicitly
Eliminate speculative analysis
There is no room for personal opinion
Check command term (eg evaluate)
should go well beyond the memorizing and subsequent regurgitation of terms
NEVER used the term “experiment” interchangeably with “study” or “observation”.
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26. Adapted from Nov, 2011 subject report
Paper three requires that candidates integrate knowledge of qualitative research methods with a specific stimulus material. It is not enough to describe what is in the stimulus material as it is intended to serve as a starting point for analysis of how qualitative research methods could be applied to a study. ………It is important that candidates come to understand the difference between quantitative and qualitative methods so that they avoid using too much terminology from quantitative methods.
R. Priestley, 2014