Develop a feasible question for the Cambridge Research Report
Turn a personally meaningful topic into one researchable question with concepts, a real debate and a clear scope.
Section Component 4 · Cambridge Research Report · 85 marks · 50% A Level · report up to 5000 words + separate research log
Exam scope and assessment notes
This is original StudyForA teaching and fictional practice, not Cambridge text, an official question or an official mark scheme. The 2026–2028 syllabus calls the written exam Component 1; the 2029–2031 syllabus calls it Paper 1 and reports no significant teaching changes. Check the syllabus for the learner's exam year and follow teacher, centre and assessment-authenticity rules. StudyForA cannot authenticate assessed work, observe collaboration, award official marks or predict a grade.
Before you begin
- Identify whether the task concerns source analysis, essay writing, team assessment or the independent research report.
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
What should a Component 4 proposal outline?
What you will learn
- Develop a focused report question
- Identify key concepts and a debate
- Plan sources and discuss a research proposal with the teacher
Question before report structure
Component 4 is the Cambridge Research Report, an A Level component worth 85 marks: 75 for the report and 10 for the research log. The candidate independently researches a topic and develops one question suitable for in-depth enquiry. In the 2029–2031 syllabus, the candidate also completes a research proposal form for internal teacher review; it is not externally marked.
Make the proposal researchable
The proposal should outline the question, relevant key concepts, the debate and example sources. The teacher reviews whether the question and concepts can support the assessment criteria. Explain why the question matters and how it may develop. StudyForA can model planning questions, but the candidate must create and complete their own assessed research.
Sources for this lesson
- Cambridge International AS & A Level Global Perspectives & Research 9239 syllabus · 2026–2028 Version 3
- Cambridge International AS & A Level Global Perspectives & Research 9239 syllabus update · 2026–2028
- Cambridge International AS & A Level Global Perspectives & Research 9239 syllabus · 2029–2031 Version 1
- Cambridge International 9239 subject page and exam-series notice
Pause and explain
Who reviews the research proposal form?
Worked example
A candidate is interested in the effects of online learning. What would turn this broad topic into a feasible research question?
Show the worked solution
- Choose a defined outcome and population or context.
- Phrase an open question that can be researched in depth.
- List concepts, a debate and initial sources for teacher discussion.
Answer One possible question is: 'How does access to recorded lessons affect revision choices among students in one course?' Concepts might include access, autonomy and revision behaviour. The debate could consider flexibility against reduced live interaction. Initial sources might include course usage records if approved, interviews or a relevant published study. The candidate must test feasibility, ethics and scope with the teacher.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Refine 'Does tourism help people?' into a feasible research question and list two concepts and one debate it could examine.
Give me a hint
Choose a defined group, place or effect and leave room for a nuanced answer.
Compare my reasoning
- Select one effect and context.
- Phrase an open research question.
- Name relevant concepts and contrasting positions.
Example: 'How does seasonal tourism affect access to entry-level work for residents in one coastal town?' Concepts might include seasonality and employment security. The debate could compare increased job opportunities with short-term work and competition for local resources. The candidate should verify that suitable sources and ethical data are available.
Look for these in your work
- Defines an effect and context
- Uses an open question
- Connects concepts to a genuine debate
A proposed report asks, 'Why is the new policy a success?' What makes it unsuitable as written, and what should a proposal test instead?
Give me a hint
The question assumes the answer before evidence is gathered.
Compare my reasoning
- Identify the assumed conclusion.
- Rewrite as an open question with a defined outcome and context.
- Name evidence that could support or challenge the policy.
The wording assumes success and does not define the policy outcome. A more open version could be: 'To what extent has the policy changed access to the service in the two districts that introduced it?' A proposal should identify a measure, comparison and sources that could show improvement, no change or unintended effects.
Look for these in your work
- Identifies the assumption
- Rewrites as an open question
- Plans evidence for competing outcomes
A candidate has a question but cannot identify any sources beyond their own opinion. What should happen before the proposal is approved?
Give me a hint
Check whether suitable sources can be found and whether the question needs narrowing or redesign.
Compare my reasoning
- Search for credible sources related to the defined issue and context.
- Check access, quality, perspective range and ethical requirements.
- Discuss a revised question or method with the teacher before proceeding.
The candidate should not treat personal opinion as a research base. They should investigate whether credible sources or approved primary methods can answer the question, check that contrasting evidence exists and narrow or revise the question if not. They should discuss the proposal with the teacher before data collection.
Look for these in your work
- Seeks evidence beyond personal opinion
- Checks source quality and feasibility
- Uses teacher review
Common mistakes
- Choosing a topic that cannot be researched within the available time
- Writing a question whose answer is only a yes or no
- Treating the research proposal as an externally marked report section
What can you explain now?
What should a Component 4 proposal outline?
Compare with the explanation
The research question, key concepts, debate and example sources.
These details allow the teacher to review relevance and scope before the project proceeds.
After trying it yourself, choose your next review. This is your self-assessment.
Your review choice appears on Today. Sign in to sync it across devices.
Make it stick
What four items should a research proposal outline?
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.