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research methods (part 1)

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4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: research methods (part 1)

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Write down everything you already know about research methods (part 1). Then check against the key terms: Psychology Exam Tips. Use a mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Psychology Exam Tips.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: research methods (part 1). By the end you will be able to answer exam questions on it unaided. It connects to the rest of Psychology because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look

Start with the revision notes summary, then attempt: Describe the different types of experiment used in psychological research and evaluate their strengths and weaknesses.

Plenary (5 minutes)

Check Out

Your student states one thing they learned and one question they still have about research methods (part 1).

Lesson 2: Core Concepts: research methods (part 1)

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from Lesson 1 on research methods (part 1). Check them against the notes below.

Main Content (35 minutes)

Key Fact: Experiments test cause-and-effect by manipulating the independent variable (IV) and measuring the dependent variable (DV) while controlling extraneous variables. Types: lab (high control, low ecological validity), field (natural setting, lower control), natural (IV not manipulated), quasi (pre-existing groups).
Key Fact: Observations record behaviour without manipulation. Naturalistic: in a natural setting with no intervention. Controlled: some variables regulated. Covert: participants unaware. Overt: participants aware. Participant: researcher joins the group. Non-participant: researcher observes from outside.
Key Fact: Correlations measure the relationship between two variables without establishing causation. Positive correlation: both variables increase together. Negative: one increases as the other decreases. Zero: no relationship. Correlation does NOT mean causation.
Key Fact: Sampling methods: random (everyone has equal chance), systematic (every nth person), stratified (proportional representation of subgroups), opportunity (whoever is available), volunteer (self-selected). Each has strengths and limitations.
Key Fact: Key terms: operationalisation (defining variables precisely so they can be measured), reliability (consistency of results), validity (measuring what was intended), ecological validity (how well findings generalise to real life).
Psychology Exam Tips: When evaluating research methods, consider: control vs realism (lab vs field), generalisability (sampling), ethics (deception, consent), and practical issues (time, cost, access). Always weigh strengths against limitations for the specific research question.

Practice (10 minutes)

Q: Describe the different types of experiment used in psychological research and evaluate their strengths and weaknesses.

Answer: Lab: high control (can establish cause-effect), replicable, but low ecological validity and demand characteristics. Field: natural setting, higher ecological validity, but less control and harder to replicate. Natural: IV not manipulated (ethical advantage), but no random allocation so causation harder to establish. Quasi: allows study of existing groups, but cannot randomly allocate.

Plenary (5 minutes)

Explain Back

Your student teaches the key points back to you without looking. Fill any gaps immediately.

Lesson 3: Application: research methods (part 1)

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Recall the key terms: Psychology Exam Tips. Define each in one sentence.

Main Content (35 minutes)

Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.

Q1: Describe the different types of experiment used in psychological research and evaluate their strengths and weaknesses.

Answer: Lab: high control (can establish cause-effect), replicable, but low ecological validity and demand characteristics. Field: natural setting, higher ecological validity, but less control and harder to replicate. Natural: IV not manipulated (ethical advantage), but no random allocation so causation harder to establish. Quasi: allows study of existing groups, but cannot randomly allocate.

Q2: Explain why correlation does not equal causation, using an example from psychology.

Answer: A correlation between ice cream sales and drowning incidents does not mean ice cream causes drowning - the third variable (hot weather) causes both. In psychology, a correlation between self-esteem and academic achievement does not prove one causes the other.

Q3: Compare random sampling with opportunity sampling, evaluating the strengths and limitations of each.

Answer: Random sampling: every member of the target population has an equal chance - reduces bias, representative. But impractical for large populations. Opportunity sampling: convenient, quick, cheap. But biased (unrepresentative). Random is more representative but harder to achieve; opportunity is practical but less rigorous.

Plenary (5 minutes)

Error Review

Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.

Lesson 4: Exam Practice: research methods (part 1)

Duration: 50 minutes

Starter Activity (5 minutes)

Command Words

Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).

Main Content (35 minutes)

Extended Answer

Extended question: Full-Mark Response Evaluate the use of experiments and observations in psychological research, considering when each method is most appropriate. <div class="

A grade 9 response will: describe experiments (lab, field, natural, quasi) and observations (naturalistic, controlled); evaluate experiments (cause-effect but artificial); evaluate observations (natural behaviour but no control); conclude: experiments are best for testing causal relationships; observations are best for studying natural behaviour. Researchers should choose the method that best fits their research question.

Exam Tips: Lab experiment = high control, low ecological validity. Field = low control, high ecological validity. | Correlation does NOT equal causation - always mention the third variable problem. | Operationalise your variables: don't just measure 'memory', measure 'number of words recalled from a list of 20'.
Common Errors: Watch Out! Students often make mistakes here. Wrong: Lab experiments are always the best method because they have the most control over variables. Correct: While lab experiments have high internal validity due to control, they often lack ecological validity - participants behave artificially. For some research questions (e.g. how people behave in emergencies), field experiments or observations are more appropriate despite lower control. The best method depends on the research question.
Stretch & Challenge (Grade 8-9):
  • Synoptic links: explain how research methods (part 1) connects to another Psychology topic you have studied
  • Real-world: research one real-world use or example of research methods (part 1)
  • Critical: "What are the limitations of the models used in research methods (part 1)?"

Plenary (5 minutes)

Assessment Criteria
  • Got it: Confident explanation + correct worked examples
  • Getting there: Main points OK, needs support with detail
  • Not yet: Confused on key concepts - re-run Lesson 2

Homework & Consolidation

Recommended Resources

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