Research Exam Questions

Answer: (A) To check that facts are accurate (1)

Guidance

Correct answer only

Answer: (B) It is collected first-hand by the researcher (1)

Guidance

Correct answer only

Answer: (C) Online survey (1)

Guidance

Correct answer only

Answer: (A) It can be difficult to analyse the responses (1)

Guidance

Correct answer only

Correct answer only

• Academic journal / Journal (1)

Guidance

Do not accept:

Book - TV

Internet site - TV

One from e.g.

Indicative content

• Up to date / current information (1)
• Widely available / easy to access (1)
• Cheap to buy / low cost (1)
• Written by journalists / professional writers (1)
• Contain photographs / images (1)
• Cover a wide range of topics (1)
• Provide opinions / reviews (1)
• Award credit for any other appropriate response

Guidance

Accept equivalent terminology

Do not accept:

A disadvantage of magazines and newspapers - TV

They are a primary research source

Correct answer only

Indicative content

• Qualitative (1)

Guidance

Do not accept:

Quantitative

Primary

Secondary

Spelling not important

Correct answer only

Indicative content

• Quantitative (1)

Guidance

Do not accept:

Qualitative

Primary

Secondary

Spelling not important

Correct answer only

Indicative content

• Accurate (1)

Guidance

Do not accept:

Entertaining

Profitable

Secondary

Spelling not important

Two from e.g.

Indicative content

• News websites (1)
• Online encyclopaedias (1)
• Government websites (1)
• Educational/university websites (1)
• Online journals (1)
• Museum/archive websites (1)
• Charity websites (1)
• Specialist interest websites (1)
• Award credit for any other appropriate response

Guidance

Accept equivalent terminology

Do not accept:

Internet on its own - TV

Search engines - not a research source, TV

Two from e.g.

Indicative content

• Members' opinions of the gym/what they like or dislike about it (1)
• Members' comments/descriptions of what they want from the video (1)
• The number of members who use the gym each week (1)
• The percentage of members who say they would watch the video (1)
• Members' ages/age groups (1)
• The number of hours the gym is busiest (1)
• Award credit for any other appropriate response

Guidance

One mark for a qualitative example and one mark for a quantitative example.

Accept equivalent terminology

Do not accept:

A number with no explanation of what it is counting - TV

Indicative content

Space | Answer

1 | Questionnaire (1)

2 | Primary (1)

Guidance

Correct answers only

Spelling not important

Do not accept:

Focus group or interview (space 1)

Secondary (space 2)

Read whole response and award

One mark for how the group is selected/who takes part

AND/OR

One mark for what happens in the session/how the views are gathered

Up to two marks for explaining how a focus group could be carried out e.g.

Indicative content

• A small group of people selected
• Participants chosen to reflect the local families the video is aimed at
• Planned discussion led by a researcher/member of staff
• Questions asked, with follow-up questions
• Participants respond to each other/discuss ideas together
• Early ideas for the video shown to the group for their reaction
• Responses recorded/notes taken

Example responses

• A small group of people who use the pool is selected (1) and they take part in a planned discussion led by a researcher (1)
• Local families are chosen to reflect the people the video is aimed at (1) and take part in a planned discussion about the pool (1)
• A small group of local families is brought together (1) and the researcher asks them questions that they can discuss with each other (1)
• Early ideas for the video are shown to a small selected group (1) so that they can say what they like and dislike about them (1)
• Award credit for any other appropriate response

Guidance

Accept an online focus group held by video call

Do not accept

A set of questions sent to a large number of people to answer on their own, as this describes a survey, not a focus group

Read whole response and award

One mark for a disadvantage of using books/journals

AND/OR

One mark for impact/reasoning

Up to two marks for explaining one disadvantage e.g.

Indicative content

• Can be out of date
• May be biased/already interpreted by the author
• Takes time to find and read the information
• Cost of buying the book/journal
• May not cover the topic needed/limited coverage of recent cinema history
• May be too detailed/difficult to understand
• Award credit for any other appropriate response

Example responses

• A book may be out of date (1) so the webpage could contain facts that are no longer true (1)
• The author may only give one point of view (1) so the webpage could give a one-sided account of cinema history (1)
• It can take a long time to find the right part of a book (1) which slows down the making of the webpage (1)
• The cinema may have to pay to buy the journal (1) which adds to the cost of the project (1)
• Award credit for any other appropriate response

Guidance

The answer must give a disadvantage of books and journals, not an advantage.

Do not accept

• Advantages of books and journals e.g. books are checked by editors so the information is reliable

Read whole response and award

One mark for the type of information the focus group will give (e.g. opinions, views and descriptions in the participants' own words - qualitative)

AND/OR

One mark for the type of information the questionnaire will give (e.g. numbers, how many people ticked each option - quantitative)

Up to two marks for explaining one difference between the two e.g.

Example responses

• The focus group gives opinions in people's own words (1) whereas the questionnaire gives the number of people who chose each option (1)
• The focus group gives qualitative information (1) while the questionnaire gives quantitative information (1)
• The focus group gives detailed reasons for answers (1) but the questionnaire only shows how many people ticked each box (1)
• The focus group gives long answers that explain why people think something (1) whereas the questionnaire gives short answers chosen from a list of options (1)

Award credit for any other appropriate response

Guidance

Both types of information must be stated to be awarded two marks. A response that describes the information from only one of the two methods can be awarded a maximum of one mark.

Do not accept

Answers that only say one research method is better or more useful than the other - no difference between the information stated

Read whole response and award

One mark for disadvantage of using television as a source of research

AND/OR

One mark for reasoning/effect on the research

Up to two marks for explaining one disadvantage e.g.

Example responses

• The information may be out of date (1) so it might not show the current way that glass is made (1)
• Programmes may be made to entertain rather than inform (1) so they may not contain the accurate facts the researchers need (1)
• It can only show a limited amount of detail (1) because a programme has a short running time (1)
• The programme maker may have a bias (1) so the information may only show one point of view (1)
• The researchers cannot ask follow-up questions (1) so anything unclear in the programme cannot be explained (1)
• Award credit for any other appropriate response

Guidance

Do not accept

Advantages of using television, e.g. it is quick/easy to access

Indicative content

Answers may include reference to the following aspects

Reliability of the information

• Books are written by experts such as historians and doctors
• so the facts the museum uses in the films are likely to be right.
• Books are edited and checked before they are published
• fewer mistakes reach the reader, so visitors are not given wrong information.
• Journal papers are peer-reviewed by other experts before they are published
• the research has already been checked, so the museum can rely on the medical facts in the films.

Depth and detail of the information

• Books and journals cover a topic in depth
• they give the background and context the museum needs to write a full script.
• They explain why events happened and what led to them
• so each film can tell visitors the whole story, not just a date.

Interpretation of evidence

• Books and journals interpret evidence such as letters, diaries and case notes
• the museum does not have to find and read the original documents itself.
• They contain photographs, diagrams and charts
• these can be referred to or recreated in the films.
• Facts from books and journals can be checked against a second source
• so the museum can be sure the information in the films is accurate.

Do not accept:

Answers about primary research methods (focus groups, interviews, online surveys, questionnaires) or statements that books and journals are useful because they 'have information in them' or are 'easy to find', with no link to the quality or depth of that information.

Award credit for any other appropriate response

Guidance

A response that identifies two reasons but explains only one should be placed at the top of Level 2 (4 marks).

Levels

• Level 3 (5–6 marks): A thorough explanation which shows detailed understanding: Two reasons are identified – and two explanations attempted; Shows detailed knowledge and understanding of books and journals as research sources; The reasons are clearly explained and linked to the content of the short films; Consistently uses appropriate terminology.
• Level 2 (3–4 marks): An adequate explanation which shows sound understanding: Two reasons are identified – at least one explanation attempted; Shows sound knowledge and/or understanding of books and journals as research sources; The reasons are adequately explained and linked to the short films; Sometimes uses appropriate terminology.
• Level 1 (1–2 marks): A brief explanation which shows limited understanding: At least one reason is identified – at least one explanation is attempted; Shows limited knowledge and/or understanding of books and journals as research sources; The reason is explained in a basic way, with little or no link to the short films; Use of appropriate terminology is limited.
• 0 marks: Response is not worthy of credit

Indicative content

Answers may include reference to the following aspects

• Quantitative information is numerical/statistical data, such as totals, percentages or how many people chose each answer in a survey or questionnaire
• this gives the company exact figures rather than opinions or descriptions.
• Shows how many customers prefer each activity
• the company can decide which activity to feature most in the video.
• Shows how many people are interested in each type of course or session
• the company can choose the offer that will attract the most families.
• Makes it easy to compare different answers or groups because the figures can be compared directly
• the company can see which option is most popular before filming.
• Can be analysed quickly by a computer and presented as charts or graphs
• this saves time during planning and helps the company make decisions before filming starts.
• Provides clear statistics that can support claims made in the video
• for example, a statement that a high percentage of visitors enjoyed the kayaking course.
• Any two developed benefits or uses of quantitative information are sufficient for full marks; candidates do not need to cover all the points above.

Award credit for any other appropriate response

Do not accept:

• Vague statements such as 'it is useful' or 'numbers help' without saying what the quantitative information shows or how it helps planning.
• Answers that describe qualitative information, such as customers' opinions in their own words, as if it were quantitative.

Levels

• Level 3 (5–6 marks): A thorough explanation which shows detailed understanding: Two benefits or uses of quantitative information are identified – and two explanations attempted; Shows detailed knowledge and understanding of quantitative information; How quantitative information could help plan the promotional video is clearly explained; Consistently uses appropriate terminology.
• Level 2 (3–4 marks): An adequate explanation which shows sound understanding: Two benefits or uses of quantitative information are identified – at least one explanation attempted; Shows sound knowledge and/or understanding of quantitative information; How it could help plan the promotional video is adequately explained; Sometimes uses appropriate terminology.
• Level 1 (1–2 marks): A brief explanation which shows limited understanding: At least one benefit or use of quantitative information is identified – at least one explanation is attempted; Shows limited knowledge and/or understanding of quantitative information; How it could help plan the promotional video is explained in a basic way; Use of appropriate terminology is limited.
• 0 marks: Response is not worthy of credit

Indicative content

Answers may include reference to the following aspects

Advantages

• Newspapers and magazines contain reports, articles and interviews about the band and brass bands (1) which can give facts, quotes and stories for episodes (1).
• Local newspapers report on community events and concerts (1) giving a record of the band's activities in each decade (1).
• Magazines include expert features and reviews (1) giving background and opinion on how brass band music has changed (1).
• Old copies include photographs of the band and adverts for its concerts (1) which can show what the band wore or performed and when events took place (1).
• Archives can be searched by date or name (1) making it quicker to find material for a particular decade (1).
• Magazines and newspapers are secondary sources (1) so the band can use research already done by journalists rather than starting from scratch (1).

Disadvantages

• Information may be out of date, incomplete or inaccurate (1) so the band may need to check facts against another source (1).
• Newspapers and magazines can be biased or sensational (1) so the podcast may present a one-sided view if it relies on them (1).
• Old copies may be difficult to access, not digitised or behind a paywall (1) which can slow research or cost the band money (1).
• Articles may focus on famous players or major events rather than the band (1) so there may be gaps in the history for some episodes (1).
• The band may not be able to find articles for every decade (1) so some episodes would need other research (1).

Award credit for any other appropriate response

Do not accept: using magazines and newspapers to advertise or promote the podcast, as this is not research; answers about other secondary sources, e.g. television or internet sites, unless linked to magazines or newspapers.

Levels

• Level 3 (5–6 marks): A thorough explanation which shows detailed understanding: One advantage and one disadvantage are identified – and both are explained; Shows detailed knowledge and understanding of magazines and newspapers as secondary research sources; The advantage and disadvantage are clearly explained; Consistently uses appropriate terminology.
• Level 2 (3–4 marks): An adequate explanation which shows sound understanding: One advantage and one disadvantage are identified – at least one is explained; Shows sound knowledge and/or understanding of magazines and newspapers as secondary research sources; The advantage and/or disadvantage are adequately explained; Sometimes uses appropriate terminology.
• Level 1 (1–2 marks): A brief explanation which shows limited understanding: At least one advantage or disadvantage is identified – a basic explanation is attempted; Shows limited knowledge and/or understanding of magazines and newspapers as secondary research sources; The point is explained in a basic way, e.g. a bare benefit or drawback tag such as 'it gives information' or 'it helps the podcast' with no development; Use of appropriate terminology is limited.
• 0 marks: Response is not worthy of credit

Indicative content

Answers may include reference to the following aspects

• Documentaries are carefully researched and include expert interviews
• give accurate background to the subject of the film
• provide quotes or experts the company could approach.
• News programmes report events as they happen
• the company can check that the facts in its film are current.
• Broadcasters check facts before a programme is shown
• the information is more trustworthy than an unchecked source.
• Programmes show how other campaigns are presented
• pace, music, voiceover and shot types
• gives the company ideas for the style of its own film.
• Programmes about young people's activities and interests
• help the company understand what would attract its audience.
• Programmes can be watched again on demand
• the company can pause, rewind and make notes on what it needs.
• Television covers a wide range of subjects
• there is likely to be a programme relevant to almost any topic.
• Do not accept: answers about copying or recording footage from a programme into the film, or about putting the film on television as an advert, as neither is research.

Award credit for any other appropriate response

Levels

• Level 3 (5–6 marks): A thorough explanation which shows detailed understanding: Two benefits are identified – and two explanations attempted; Shows detailed knowledge and understanding of television as a research source; The benefits are clearly explained; Consistently uses appropriate terminology.
• Level 2 (3–4 marks): An adequate explanation which shows sound understanding: Two benefits are identified – at least one explanation attempted; Shows sound knowledge and/or understanding of television as a research source; The benefits are adequately explained; Sometimes uses appropriate terminology.
• Level 1 (1–2 marks): A brief explanation which shows limited understanding: At least one benefit is identified – at least one explanation is attempted; Shows limited knowledge and/or understanding of television as a research source; The benefit is explained in a basic way; Use of appropriate terminology is limited.
• 0 marks: Response is not worthy of credit