Plan a study: researcher, materials and procedure
Build a coherent research plan from an aim through materials and procedure to data collection, analysis and a reasoned conclusion.
Original teaching mapped to Cambridge IGCSE Psychology 0266 Version 3 for 2027–2029. The course is independent study support, not Cambridge material, an official mark scheme or an awarded grade. Named-study notes summarise the required findings; candidates are not expected to evaluate named studies. Self-check practice is not official grading, a timed Paper 1/2 simulator or teacher review.
Before you begin
- Use the Version 3 syllabus and confirm availability in your administrative zone with Cambridge and your school. Both papers are compulsory. The updated named-study summaries are required context; full original research articles are not required.
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Before plan a study: researcher, materials and procedure, which approach is most useful?
What you will learn
- Set an aim and choose an appropriate procedure
- Select conditions, setting, controls, stooge and materials
- Plan briefing, data collection, ethics, validity and reliability
- Apply a research process to a novel scenario
Plan in a sequence that answers the aim
Start with an aim. Design the procedure and organise conditions, settings, controls and any stooge (a confederate playing a role without participants’ knowledge). Select materials such as stimuli, tests, tasks, behaviour categories and questions. Decide how to protect validity and reliability and follow ethical guidelines.
Brief, collect and analyse data consistently
Brief participants and give standardised instructions. Conduct the study and collect the planned data through tasks, observations, questionnaires, interviews or case-study methods. Analyse patterns in results and draw a conclusion linked to the aim. A procedure should be detailed enough that another researcher can understand what happened.
Check that each choice follows from the question
Do not add a stooge when the design does not need one. Use a control only for a stated extraneous variable. Select measures that represent the aim, and include the ethical safeguards before recruiting participants.
Pause and explain
Which response best shows understanding of plan a study: researcher, materials and procedure?
Worked example
Plan a study on whether visual distraction changes proofreading accuracy.
Show the worked solution
- State the aim and manipulate distraction condition.
- Use the same passage length, time and scoring rule.
- Obtain consent, brief participants and compare errors correctly found.
Answer Compare proofreading scores in defined distraction conditions while controlling task materials, timing and scoring; follow ethical guidelines and analyse whether the result supports the aim.
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.
A study tests whether a new seating arrangement increases classroom questions. Name one material and one procedure control.
Give me a hint
Choose something needed for the measure and one thing kept constant.
Compare my reasoning
- A tally chart can record questions.
- Use the same lesson duration and question opportunity in each condition.
- These choices make the measure and comparison clearer.
Use a tally chart; keep lesson duration and question opportunities consistent.
Look for these in your work
- Names a suitable material
- Gives a relevant control
- Links choices to comparison
Why should an aim be written before choosing the questionnaire or task?
Give me a hint
The measure must match what the researcher intends to investigate.
Compare my reasoning
- The aim states the question the study will answer.
- Materials determine what data can be collected.
- Choosing materials to fit the aim supports validity.
An aim guides material selection so the collected data can validly address the research question.
Look for these in your work
- Explains the aim
- Connects it to materials
- Mentions validity
A researcher uses a confederate to model asking for help, then measures whether others imitate. What must the plan include besides the manipulation and outcome?
Give me a hint
Consider procedure, measurement and participants’ rights.
Compare my reasoning
- Define how imitation is scored and keep the setting consistent.
- If the confederate is concealed, address deception and debriefing.
- Brief participants appropriately and protect their right to withdraw and confidentiality.
Operationalise imitation, control the setting, and plan consent/debriefing, confidentiality and withdrawal protections.
Look for these in your work
- Defines the DV
- Notes the confederate/deception
- Includes ethics
Common mistakes
- Giving a procedure without identifying how it measures the aim.
- Forgetting briefing and participant protections.
- Adding a stooge or control without explaining its role.
What can you explain now?
What should a conclusion be linked to?
Compare with the explanation
The research aim and pattern in the data
A conclusion interprets results to decide whether they support the aim.
After trying it yourself, choose your next review. This is your self-assessment.
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Make it stick
What are the main steps from research aim and materials through ethical data collection to analysis and conclusion?
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.