| Series | Paper | Q | Marks | Title |
|---|---|---|---|---|
| June 2025 | AS Paper 2 | 2 | 16 | Evaluate the disadvantages of using official statistics in sociological research. |
| June 2024 | AS Paper 2 | 2 | 16 | Evaluate the advantages of using positivist methods in sociological research. |
| June 2024 | Paper 3 | 6 | 20 | Applying material from Item C and your knowledge, evaluate the extent to which Sociology can be regarded as scientific. |
| November 2021 | Paper 3 | 6 | 20 | Applying material from Item C and your knowledge, evaluate the view that theoretical factors are the most important influence on a sociologist’s choice of research method. |
| November 2020 | AS Paper 2 | 2 | 16 | Evaluate the disadvantages of using self-completion questionnaires in sociological research. |
| June 2019 | AS Paper 1 | 6 | 20 | Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using structured interviews to investigate pupils’ decisions on their future education and careers. |
| June 2018 | Paper 3 | 6 | 20 | Applying material from Item C and your knowledge, evaluate the advantages of using structured interviews in sociological research. |
| June 2017 | AS Paper 2 | 2 | 16 | Evaluate the importance of theoretical factors when choosing sociological research methods. |
![0 6
Outline and explain two reasons why interpretivists prefer to use qualitative methods.
[10 marks]](/img/JUN25_71921/JUN25_71921_06.webp)
![0 2
Evaluate the disadvantages of using official statistics in sociological research.
[16 marks]](/img/JUN25_71912/JUN25_71912_02.webp)
This question for most students was one they could answer, as official statistics feature as a main stay of sociological research methods. Obvious disadvantages, such as official statistics being often gathered for a purpose different to which the sociologist wishes to use them, gained credit. Where a student suggested a disadvantage that was not self-evident, they needed to explain and unpack the point to gain credit. For example, some students suggested official statistics are time consuming to use. This disadvantage could gain credit if it were developed, for example by suggesting that analysing and working though large amounts of statistics could be laborious. Ethics was an area which a significant minority of students declared as a problem but were unable to show how ethical concerns were an issue regarding official statistics. The most successful answers made links to perspectives and the objections of interpretivists to the use of official statistics.
![0 2
Evaluate the advantages of using positivist methods in sociological research.
[16 marks]](/img/JUN24_71912/JUN24_71912_02.webp)
This question for most students was one they could answer with a varied range of material. The students who were more successful managed to link the basic preferences of the positivist choice of method (quantitative / reliable / representative and techniques of investigation such as Laboratory experiments etc) to the wider aims of positivism. The aims of trying to show sociology to be a science, to produce social facts to attempt an objective understanding of society; what might be loosely termed the positivist method. A small minority of students did not know what was meant by positivism and could not answer the question effectively.
![0 6
Read Item C below and answer the question that follows.
Item C
Positivists argue that Sociology can be regarded as scientific. They argue that society
should be studied using the principles and procedures of the natural sciences. They
prefer the use of scientific methods to study people and look for cause and effect
relationships in helping to make predictions about human behaviour.
However, others argue that scientific methods are not always suitable for studying
human behaviour because people have consciousness and free will. There is also
disagreement about how science should be defined.
Applying material from Item C and your knowledge, evaluate the extent to which Sociology
can be regarded as scientific.
[20 marks]](/img/JUN24_71923/JUN24_71923_06.webp)
This was answered well, and it was clear students were well prepared. There were different approaches in answering the question; some chose to go down a classical theory route; students developed mainly the work of Popper, Kuhn and Durkheim; some were able to develop the ideas of these thinkers and provide appropriate evaluation. Many students referenced positivism and interpretivism and linked this to research methods. Both approaches worked well when examples were given and ideas were developed with examples, such as ‘falsification’ or ‘objectivity vs subjectivity’ The evaluation skill was the weakest area for students although the question meant there were hooks in the item for evaluation. Many students were able to use the hooks and develop them. This meant evaluation was better than in the other questions. Note lengthy introductions are not required for this question; students are under time constraints.
![0 6
Outline and explain two reasons why sociologists may choose to use research methods
that produce quantitative data.
[10 marks]](/img/JUN23_71921/JUN23_71921_06.webp)
It was really pleasing to see that the vast majority of students were at least able to attempt this question. This indicated better time management or that this question was more accessible when compared with some other questions in previous series. There were a range of reasons offered for why sociologists may choose to use research methods that produce quantitative data. A number of answers provided a list of reasons as part of their answer. The more successful answers focussed on two reasons and were able to develop these with concepts and examples to illustrate. For example, some students explained that methods that produce quantitative data are more likely to be able to establish cause and effect relationships and that this data is favoured by positivists who prefer to study ‘social facts’ and use this data to be able to make predictions about human behaviour in society. Some were able to apply examples, such as Durkheim’s study of suicide, to illustrate these arguments. There were a number of students who proceeded to evaluate the reasons they provided for this question. Students should be reminded that there are no available marks for evaluation in this question type.
![0 5
Outline and explain two reasons why interpretivists prefer to use qualitative methods
of research.
[10 marks]](/img/JUN23_71923/JUN23_71923_05.webp)
Students should be made aware that there are two types of ten mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Yet some students include evaluation in their responses to this type of question, which is not creditworthy. There is a need to read the question carefully, some students focused on a comparison of interpretivism with positivism which did not meet the demands of the question. There is a level of challenge for students using theory and concepts correctly with some confusing reliability and validity.
![0 6
Outline and explain two reasons why official statistics should not be seen as social facts.
[10 marks]](/img/JUN22_71921/JUN22_71921_06.webp)
However, knowledge and understanding of group interviews (question 5) and of ‘social facts’ (question 6) tended to be less developed in comparison. The vast majority of students attempted all questions. However, there was a small number of students who did not attempt question 6. This may have been as a result of running out of time or finding the question too challenging. This question was generally challenging and students were much less successful i compared with others on the paper. There were some non-responses to this question which may have been a result of a lack of understanding, or of running out of time. Some others were at least able to offer some limitations of official statistics (or quantitative data) more generally. These often included some general explanations of official statistics not being able to provide the researcher with detailed insights into the reasons behind the statistics or not being able to provide the researcher with ‘verstehen’. However, many of the answers limited to the 1-3 mark band seldom made any reference to why official statistics are not seen as ‘social facts’. It was evident that a number of students were not familiar with this term. Better answers were able to explain, at least in part, one or two reasons why official statistics should not be seen as social facts. The most common reasons tended to focus on official statistics lacking validity due to the way they are socially constructed and therefore should not be seen as truthful and as facts. Stronger answers were able to provide some detailed analysis and application of useful examples to demonstrate these reasons which were drawn from different areas of social life; for example, using crime statistics.
![0 5
Outline and explain two reasons why some sociologists choose unstructured
interviews in their research.
[10 marks]](/img/JUN22_71923/JUN22_71923_05.webp)
This question was accessed by students very well. There were very few no responses to this question. The vast majority of students were able to select two reasons why and develop them. Many students were able to support their reasons with sociological research studies as examples and this was best practice.
![0 6
Outline and explain two arguments against the positivist view that sociology can be
scientific.
[10 marks]](/img/NOV21_71921/NOV21_71921_06.webp)
However, a small number of students left questions unanswered (particularly question 5 and/ or 6). Similarly to previous years, some students wrote lengthy answers to the 4-mark and 6-mark questions which may explain why a few of these students seemed to run out of time in answering the final question(s). Many students also seemed to struggle with this question. Some students were unable to offer a clear argument against the positivist view of Sociology being scientific, with some muddled and confused ideas being presented. Others were able to offer some clarity of response in offering arguments, which included difficulties of studying Sociology objectively. However, these were often written with limited or basic analysis. The more successful answers offered more developed application and analysis, for example, in explaining the reasons why studying issues such as divorce, achievement or criminal behaviours are difficult to study objectively and went on to outline reasons why they should not be regarded as ‘social facts’. However, knowledge and skills in the methods in context and Theory & Methods questions were generally weaker than previous series. It appeared that students had prepared less well for these topics and questions.
![0 6
Read Item C below and answer the question that follows.
Item C
Before they begin research, sociologists have to make choices about which research
methods to use. Positivists favour methods that are more likely to generate
quantitative data as they want to discover laws of human behaviour. Others prefer
methods that enable a sociologist to gain a deeper understanding of why people
behave in certain ways.
Alternatively, it could be argued that practical and ethical factors are more important
influences on a sociologist’s choice of research method.
Applying material from Item C and your knowledge, evaluate the view that theoretical
factors are the most important influence on a sociologist’s choice of research method.
[20 marks]](/img/NOV21_71923/NOV21_71923_06.webp)
This question needed development. Students were able to use the item, but many found it difficult to go beyond this. Those students who did answer this well used examples such as Durkheim and his study on suicide. AO1 was the strongest skill in this question. AO3 needed focused development. If students did run out of time, there was an impact on this question. This could be addressed by centres via the process of timing practice in assessments.
![0 6
Outline and explain two problems of using primary qualitative methods in sociological
research.
[10 marks]](/img/NOV20_71921/NOV20_71921_06.webp)
However, a few students left questions unanswered (particularly Question 6). Similarly to summer 2019, a significant number of students wrote very lengthy answers to the 4-mark and 6-mark questions which may explain why some seemed to run out of time in answering the final question. Unfortunately, students performed less well on this question compared with the rest of the paper. Many were able to offer two problems of primary qualitative methods, usually referring to practical issues of time taken and costs involved. However, few were able to develop their ideas with any real depth and analysis. A common problem with many answers was confusing and conflating theoretical issues of validity and reliability. A large number of responses seemed to mix or list points together in a confused way. For example, some confused problems of sampling and not being able to generalise with theoretical issues of reliability and/or validity in a rather random way. However, knowledge and skills in the Methods in Context and Theory and Methods questions were generally weaker than in previous series. It appeared that students had prepared less well for these topics and questions.
![0 2
Evaluate the disadvantages of using self-completion questionnaires in sociological
research.
[16 marks]](/img/NOV20_71912/NOV20_71912_02.webp)
![0 6
Read Item B below and answer the question that follows.
Item B
Investigating pupils’ decisions on future education and careers
At various stages in school, all children are faced with decisions about their future. For
example, some pupils may choose to go to university for a variety of reasons. Other
pupils may consider options such as apprenticeships or going directly into a job.
Some sociologists may use structured interviews to study pupils’ decisions on their
future education and choice of career. They are conducted face to face in a formal way,
as each interviewee is usually asked the same questions in the same order. However,
structured interviews may be influenced by the assumptions of the researcher about
how and why career choices are made.
Applying material from Item B and your knowledge of research methods, evaluate the
strengths and limitations of using structured interviews to investigate pupils’ decisions on
their future education and careers.
[20 marks]](/img/JUN19_71911/JUN19_71911_06.webp)
In general, students tended to find this question difficult, with a large number of answers only demonstrating limited knowledge and understanding of structured interviews. There was some confusion about the strengths and limitations of structured interviews, as many drifted into a discussion of alternative methods, and in particular unstructed interviews. A number of students were uncertain about the type of data obtained from using structured interviews, and there was further confusion between the issues of reliability and validity and of the differences between positivist and interpretivist theories. Students who used the item were often more successful in their understanding of the methodology. It is clear that students are now being well prepared to use their application skills to ‘apply’ methodology issues and to studying education more generally, for example with many students referring to the practical issues with gaining access through the ‘gatekeepers’. Some were then able to apply this further to the method by explaining, for example, that gatekeepers such as headteachers would be unlikely to permit many students to be out of lessons for interviewing. However, the most sophisticated applications occurred when students were able to apply the strengths and limitations of structured interviews to the specific issue in the question ie to pupils’ decisions on their career choices. For example, some students were able to identify the lack of a rapport gained using structured interviews, and how it leads to an inability of students wanting to discuss their future if they felt embarrassed by the job or career they wanted to do, or the type of university they planned to attend.
![0 5
Outline and explain two reasons why sociologists’ research may not always be objective.
[10 marks]](/img/JUN19_71923/JUN19_71923_05.webp)
This question proved difficult for many students. Some had no real idea as to what objectivity meant, often confusing it with reliability, representativeness or validity. At best, these answers made a passing connection with relevant issues in a largely tangential response. Somewhat better responses had an understanding of the meaning of objectivity, but were unable to sustain a discussion for long. For example, some focused on how the participants in research might all have different subjective views, rather than focusing on the idea that it is the researcher's subjectivity that is at issue here. Strong answers developed explanations focusing on the influence of the researcher's preferred perspective, personal values, political commitment or career interests, or on the influence of funding bodies. These answers often addressed the impact of such factors on methodology, research findings and their interpretation. Reference to the work of Becker, Gouldner, Weber and interpretivists often appeared in these answers.
![0 6
Read Item C below and answer the question that follows.
Item C
Structured interviews are a relatively cheap way of studying a sample. Positivist
sociologists favour structured interviews because they produce reliable data that can be
used to test hypotheses.
However, critics argue that structured interviews are inflexible and that their results lack
validity.
Applying material from Item C and your knowledge, evaluate the advantages of using
structured interviews in sociological research.
[20 marks]](/img/JUN18_71923/JUN18_71923_06.webp)
This question proved to be quite challenging for some students. Most were able to put together a list of positivist characteristics as advantages, such as objectivity, reliability, quantification and generalisability. However, most could not evaluate these advantages. Instead a typical response, having provided a paragraph or two on the advantages, gave a list of disadvantages, or a list of reasons why interpretivist sociologists would not like the method. The result was an essay of two halves with little to link them into a coherent answer to the set question. Some generic ‘methods’ material appeared in weaker responses, for example drifting into a description of an alternative research method that the student asserted were ‘better’ than structured interviews. The weakest answers sometimes confused structured and unstructured interviews, reliability and validity, and even positivism and interpretivism.
![0 2
Evaluate the importance of theoretical factors when choosing sociological research
methods.
[16 marks]](/img/JUN17_71912/JUN17_71912_02.webp)
This question attracted a wide range of responses. Better answers explored issues of validity, reliability, representativeness and generalisability. However, a significant number appeared uncertain about what some of these key concepts meant. There were also some students who had little understanding of what theoretical factors were, and cited practical and ethical issues in their place. Some students gave long accounts of examples of research and their methods without really getting to grips with the question. The best answers were able to explain the link between positivist and interpretivist approaches and choice of method. Key theoretical terms were explained and analysed. The very best answers were able to come to a conclusion about the relative importance of theoretical factors when choosing sociological research methods.
![0 6
Outline and explain two arguments against the view that sociology is a science.
[10 marks]](/img/SP1_71921/SP1_71921_06.webp)
![0 5
Outline and explain two advantages of using official statistics in sociological research.
[10 marks]](/img/SP1_71923/SP1_71923_05.webp)
Essays stuck in the middle band, or losing marks on the 10-markers? Book a trial lesson with Mark, a former AQA examiner.
