Psychology · Year 10

Active learning ideas

Experimental Designs and Sampling

Once a hypothesis is set, researchers must decide on the best design and sampling method. Students learn about independent groups, repeated measures, and matched pairs designs, evaluating the pros and cons of each. They also explore how to select a representative sample using methods like random, systematic, and stratified sampling.

• National Curriculum Attainment Targets
• GCSE Psychology (AQA) 3.2.1.3: Experimental designs
• GCSE Psychology (AQA) 3.2.1.4: Sampling methods

• 30–40 min
• Small Groups
• 3 activities

Activity 01

• Simulation Game
• 30 min · Small Groups

Simulation Game: Sampling the School

Students are tasked with getting a 'representative sample' of the class. They must try out different methods (random, opportunity, systematic) and compare their results to see which method produced the most diverse and fair group.

What are the advantages of a repeated measures design?

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Stations Rotation
• 40 min · Small Groups

Stations Rotation: Design Dilemmas

Set up stations with different research scenarios. At each station, students must choose between independent groups or repeated measures, justifying their choice based on issues like order effects or participant variables.

How do researchers select a representative sample?

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Inquiry Circle
• 35 min · Small Groups

Inquiry Circle: The Bias Detective

Groups are given famous (or made-up) studies with flawed sampling or designs. They must identify the 'bias' (e.g., only using students) and propose a better sampling method or design to improve the study's validity.

What is the difference between random and stratified sampling?

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

---

Watch Out for These Misconceptions

• Random sampling just means picking people at random on the street.

  That is actually 'opportunity sampling.' Random sampling requires that every member of the target population has an equal chance of being chosen, usually via a computer or hat. A 'sampling hat' activity can demonstrate this difference.

• Repeated measures is always the best design because you need fewer people.

  While it uses fewer participants, it can suffer from 'order effects' where people get better or bored. A quick task where students do a puzzle twice can show how 'practice effects' can bias the results.

---

Methods used in this brief

• Simulation Game
• Stations Rotation
• Inquiry Circle