Section A: Your Class Practical
Section A is worth 20 marks and consists of 4 compulsory questions, all based entirely on your own class practical. You are the expert here — use specific details, accurate terminology, and show the examiner you understand your own study deeply.
Marks
20 marks
Duration
1h 30 min
SL weight
~20% of final grade (SL)
HL weight
~14.3% of final grade (HL)
Questions
4 compulsory questions based on your class practical
Four structured questions about your own class practical. The first two questions are recall and application (AO1/AO2 — describe the study, apply a concept). Questions 3 and 4 require compare-and-contrast and study design skills. Because the study is your own, preparation is highly predictable.
Prep strategy
Know your class practical inside out: aim, procedure, results, and limitations. Practise all four question types using your own study as the source.
Last reviewed: 28 April 2026
The Four Question Types
All based on your class practical
Knowledge & Understanding
4 marks"Describe how you used a/an [research method] in your class practical — including its aim and procedure."
Teacher's Tip: Be specific! Don't just say "we did an experiment." Describe the step-by-step process, from how you recruited participants to how you collected the data. Accurate terminology and specific procedural details are the difference between a 2 and a 4.
Top markband: 3–4: Demonstrates detailed knowledge and understanding of the research methodology relevant to the class practical. Psychological terminology is used accurately.
Sample Answer
"The aim of our class practical was to investigate the effect of leading questions on the accuracy of speed estimates in eyewitness testimony. We conducted a laboratory experiment using an independent measures design. We recruited 20 student participants using opportunistic sampling. All participants watched a 30-second clip of a car crash. We then randomly allocated them into two groups. Group A was asked, 'How fast was the car going when it smashed into the other car?' while Group B was asked, 'How fast was the car going when it hit the other car?' We recorded their speed estimates in km/h and calculated the mean for each group to see if the verb choice influenced their memory of the event."
Application of a Concept
4 marks"Explain the concept of [concept] in relation to the [research method] in your class practical."
Teacher's Tip: This is where you show depth. If you're discussing Bias, don't just define it — explain exactly how a specific bias (like social desirability) might have appeared during your class practical and influenced your results. Always anchor your answer to your specific study.
Top markband: 3–4: The knowledge and understanding of the concept is well developed. There are clear and detailed links between the concept and the class practical.
Sample Answer
"In our class experiment on memory, we ensured reliability through a highly standardised procedure. Every participant was read the exact same script of instructions to avoid researcher bias, and the word list was presented for exactly 30 seconds for every trial. By keeping these conditions consistent, we ensured that the study could be replicated by others to see if the same results occur — which is the hallmark of a reliable study."
Compare and Contrast
6 marks"Compare and contrast the research methodology of a/an [research method] used in your class practical with the research methodology of a/an [different research method]."
Teacher's Tip: You may compare a small number of points in depth or a larger number for breadth — both are equally acceptable. The answer does not have to be evenly balanced between similarities and differences. Use precise terminology throughout.
Top markband: 5–6: Similarities and differences are discussed in detail. Psychological terminology relevant to the research methods is used effectively.
Sample Answer
"A primary difference between the interview we conducted and a lab experiment is the type of data collected. Our interview allowed for rich, qualitative descriptions of personal experiences, whereas an experiment prioritises quantitative data to establish causality. However, both methods share the need for a clear sampling strategy. While our interview used purposive sampling to find specific perspectives, an experiment often uses random allocation to reduce bias — both must consider the representativeness of their participants."
Design a New Study
6 marks"Design a [research method] to investigate the same topic you investigated in your class practical."
Teacher's Tip: Think like a project manager. You need to mention your setting (natural vs. controlled), your sampling method, how you will record data (e.g. a behavioural checklist), and how you'll handle ethics. Specific operational details earn marks.
Top markband: 5–6: The procedure of the research method is explained with accuracy and detail. Psychological terminology relevant to the research method is used effectively.
Sample Answer
"To investigate the same topic further, I would design a naturalistic, non-participant observation. I would observe students in the school cafeteria using a covert approach to ensure high ecological validity and avoid demand characteristics. I would use a behavioural checklist to record specific actions every 30 seconds (time sampling). To ensure the data is objective, I would have two observers and establish inter-rater reliability by comparing our tallies afterward. Ethical considerations include obtaining consent from the school administration and ensuring anonymity of participants in the write-up."
The "Reflective Researcher" Strategy
Be the expert of your own work. Use specific details from your class practical. Mentioning specific limitations or standardised instructions shows the examiner you aren't just reciting a textbook.
Terminology is free marks. Don't say "we picked people who were there." Say "we used opportunistic sampling." Every accurate term you use signals competence.