past exam papers research methods

AQA A-Level Psychology Past Papers With Answers

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

AQA A-Level Psychology (7182) and AS-Level Psychology (7181) past exam papers and marking schemes. The past papers are free to download for you to use as practice for your exams.

• Download Past Paper : A-Level (7182)
• Download Past Paper : AS (7181)
• Download Mark Scheme : A-Level (7182)
• Download Mark Scheme : AS (7181)

November 2021 (Labelled as June 2021)

November 2020 (Labelled as June 2020)

• Download Past Paper: A-Level (7182)
• Download Past Paper: AS (7181)
• Download Mark Scheme: A-Level (7182)
• Download Past Paper
• Download Mark Scheme

• AQA Model Answers Info
• Purchase AQA Model Answers
• Private Tuition
• Info + Contact

PAST PAPERS: RESEARCH METHODS: AQA A-LEVEL PSYCHOLOGY RESOURCES

Psychology aqa  a-level (7182)  unit 2: 7182/2.

Full model answers for all of these questions are  available here

Sign up to the PsychLogic newsletter at the bottom of this page to download printable AQA A-level Psychology revision notes + AQA A-level Psychology revision guide + A-level Psychology revision tips + more...

The best way to revise Psychology A-level

THE SYLLABUS

METHODS, TECHNIQUES & DESIGN

• Primary and secondary data, and meta-analysis. Quantitative and qualitative data
• Aims, operationalising variables, IV’s and DV’s
• Hypotheses - directional and non-directional
• Experimental design - independent groups, repeated measures, matched pairs
• Validity – internal and external; extraneous and confounding variables; types of validity and improving validity
• Control – random allocation, randomisation, standardisation
• Demand characteristics and investigator effects
• Reliability; types of reliability and improving reliability
• Pilot studies
• Correlation analysis – covariables and hypotheses, positive/negative correlations
• Observational techniques – use of behavioural categories
• Self-report techniques – design of questionnaires and interviews
• Case studies
• Content analysis & thematic analysis

PARTICIPANTS; ETHICS; FEATURES OF SCIENCE & SCIENTIFIC METHOD; THE ECONOMY

• Selecting participants and sampling techniques
• The British Psychological Society (BPS) code of ethics and ways of dealing with ethical issues
• Forms and instructions
• Peer review
• Features of science: objectivity, empirical method, replicability and falsifiability, paradigms and paradigm shifts
• Reporting psychological investigations
• The implications of psychological research for the economy

DESCRIPTIVE STATISTICS

• Analysis and interpretation of quantitative data. Measures of central tendency - median, mean, mode. Calculating %’s. Measures of dispersion – range and standard deviation (SD)
• Presentation and interpretation of quantitative data – graphs, histograms, bar charts, scattergrams and tables
• Analysis and interpretation of correlational data; positive and negative correlations and the interpretation of correlation coefficients
• Distributions: normal and skewed

INFERENTIAL STATISTICS

• Introduction
• Factors affecting choice of statistics test: Spearman’s rho, Pearson’s r, Wilcoxon, Mann-Whitney, related t-test, unrelated t-test, Chi-Squared test
• Levels of measurement – nominal, ordinal, interval
• Procedures for statistics tests
• Probability and significance: use of statistical tables and critical values in interpretation of significance; Type I and Type II errors
• Introduction to statistical testing: the sign test

>>>>>>>

SPECIMEN PAPER 1 ( Psychology A-level revision)

Read the item and then answer the questions that follow.

A psychologist wanted to see if verbal fluency is affected by whether people think they are presenting information to a small group of people or to a large group of people.

The psychologist needed a stratified sample of 20 people. She obtained the sample from a company employing 60 men and 40 women.

The participants were told that they would be placed in a booth where they would read out an article about the life of a famous author to an audience. Participants were also told that the audience would not be present, but would only be able to hear them and would not be able to interact with them.

There were two conditions in the study, Condition A and Condition B.

Condition A: 10 participants were told the audience consisted of 5 listeners.

Condition B: the other 10 participants were told the audience consisted of 100 listeners.

Each participant completed the study individually. The psychologist recorded each presentation and then counted the number of verbal errors made by each participant.

(a) Identify the dependent variable in this study. (2 marks)

(b) Write a suitable hypothesis for this study. (3 marks)

(c)  Identify one extraneous variable that the psychologist should have controlled in the study and explain why it should have been controlled. (3 marks)

(d) Explain one advantage of using a stratified sample of participants in this study. (2 marks)

(e) Explain how the psychologist would have obtained the male participants for her stratified sample. Show your calculations. (3 marks)

(f) The psychologist wanted to randomly allocate the 20 people in her stratified sample to the two conditions. She needed an equal number of males in each condition and an equal number of females in each condition. Explain how she would have done this. (4 marks)

Mean number of verbal errors and standard deviations for both conditions

(g)  What conclusions might the psychologist draw from the data in the table? Refer to the means and standard deviations in your answer. (6 marks)

(h) Read the item and then answer the question that follows.

The psychologist had initially intended to use the range as a measure of dispersion in this study but found that one person in Condition A had made an exceptionally low number of verbal errors.

Explain how using the standard deviation rather than the range in this situation, would improve the study. [3 marks]

(i) Name an appropriate statistical test that could be used to analyse the number of verbal errors in Table 1. Explain why the test you have chosen would be a suitable test in this case. [4 marks]

(j) The psychologist found the results were significant at p<0.05. What is meant by ‘the results were significant at p<0.05’? [2 marks]

(k) Briefly explain one method the psychologist could use to check the validity of the data she collected in this study. [2 marks]

(l)  Briefly explain one reason why it is important for research to undergo a peer review process. [2 marks]

(m) Read the item and then answer the question that follows.

The psychologist focused on fluency in spoken communication in her study. Other research has investigated sex differences in non-verbal behaviours such as body language and gestures

Design an observation study to investigate sex differences in non-verbal behaviour of males and females when they are giving a presentation to an audience.

In your answer you should provide details of:

• The task for the participants
• The behavioural categories to be used and how the data will be recorded
• How reliability of the data collection might be established
• Ethical issues to be considered.

(Total 12 marks)

SPECIMEN PAPER 2 ( A-level Psychology revision)

Researchers were interested in the spatial awareness skills of motorists. They decided to investigate a possible relationship between different aspects of spatial awareness. Motorists who had between ten and twelve years of driving experience and held a clean driving licence with no penalty points were asked to complete two sets of tasks.

Set 1: To follow a series of instructions and using a map, to identify various locations correctly. This provided a map reading score for each motorist with a maximum score of 20.

Set 2: To complete a series of practical driving tasks accurately. This involved tasks such as driving between cones, driving within lines and parking inside designated spaces. Each motorist was observed completing the Set 2 tasks by a single trained observer who rated each performance by giving the driver a rating out of 10.

The following results were obtained.

Table 1: The map reading scores and driver ratings of motorists

(a) Should the hypothesis be directional? Explain your answer. (2 marks)

(b) Write a suitable hypothesis for this investigation. (3 marks)

(c) Identify a suitable graphical display for the data in Table 1 and briefly explain why this display would be appropriate. (2 marks)

(d) Using the data in Table 1, comment on the relationship between the map reading scores and the driver rating scores of the participants. [3 marks]

(e) Briefly outline one problem of using a single trained observer to rate the participants’ driving skills in the practical task. Briefly discuss how this data collection method could be modified to improve the reliability of the data collected. (6 marks)

(f) The researchers decided to analyse the data using a Spearman’s rho test. Explain why this is a suitable choice of test for this investigation. (3 marks)

(g) After analysis of the data the researchers obtained a calculated value of r s = 0.808. Using the information in Table 2 above, what conclusion can the researchers draw about the relationship between the map reading and driving skills of the motorists? Explain your answer. [4 marks]

(h) Distinguish between a Type I error and a Type II error. (4 marks)

When the researchers looked at the data collected more closely they noticed possible gender differences in the results.

(i) What do the mean and standard deviation values suggest about the male and female performances in the investigation? (4 marks)

In a replication of the part of the study in which map reading skills were investigated, 20 men and 20 women completed the original map reading task and the researchers obtained the following data:

(j) The mean map reading score for both groups together was 12.23. What percentage of the male group scored above the mean score and what percentage of the female group scored above the mean score? Show your calculations. (4 marks)

(k) Using your answers to both 2 previous questions, comment on the performances of the male and the female participants in this study. (2 marks)

(l) Briefly explain one reason why it is important for research to be replicated. (2 marks)

(m) Imagine you have been asked to design a study to investigate possible gender differences in card sorting behaviours. You decide you will ask participants to sort a shuffled pack of playing cards into their suits of hearts, clubs, diamonds and spades. You decide you will time the participants as they do this using a stop watch.

Discuss the following aspects of this investigation:

• with reference to the card sorting task, explain how you would ensure that this is made the same task for all participants
• one methodological issue you should take into account when obtaining suitable participants for this study and explain how you would deal with this issue
• how you would ensure that the experience of your participants is ethical.

 >>>>>>>

SPECIMEN PAPER 3 ( AQA A-level Psychology revision)

Following previous research indicating the social benefits of green space in urban areas, two psychology students decided to observe social behaviour in public spaces. They focused on two neighbouring towns, Greensville where most public spaces were planted with flowers and vegetables, and Brownton where most public spaces were paved with concrete.

The students compared the instances of considerate behaviours in the two towns.

Considerate behaviour categories included putting litter in the bin, having a dog on a lead and riding a bike with care.

The observations were carried out in four different areas of a similar size in each town on weekdays between the hours of 4.30pm and 6.00pm. The students worked together to ensure inter-observer reliability, recording each target behaviour whenever it occurred.

(a) Should the hypothesis for this research be directional or non-directional? Explain your answer. (2 marks)

(b) Before the observation could begin, the students needed to operationalise the behaviour category ‘riding a bike with care’.

Explain what is meant by operationalisation and suggest two ways in which ‘riding a bike with care’ could have been operationalised. (4 marks)

(c) The students thought that having a dog on a lead was a useful measure of considerate behaviour because it had face validity. Explain what is meant by face validity in this context. (3 marks)

(d) Identify and briefly outline two other types of validity in psychological research. (4 mark

(e) Identify the behaviour sampling method used by the students. Shade one box only.

• Time sampling
• Pair sampling
• Event sampling
• Target sampling

(f) Explain how inter-observer reliability could be ensured by working as a pair. (3 marks)

The students noted that overall more considerate behaviours occurred in Greensville than in Brownton.

(g) Calculate the ratio of considerate behaviours observed in Greensville to considerate behaviours observed in Brownton. Show your workings and present your answer in the simplest form. (3 marks)

(h) The students carried out a Chi-square test on their data.  Explain why the Chi-square test was an appropriate test to use in this case. (3 marks)

(i) In order to interpret the results of the Chi-square test the students first needed to work out the degrees of freedom. They used the following formula.

Degrees of freedom (df) = (r–1) x (c–1)

r = number of rows and c = number of columns

Calculate the degrees of freedom for the data in Table 1. Show your workings.

(j) The calculated value of Chi-square was 6.20. Referring to Table 2 below, state whether or not the result of the Chi-square test is significant at the 0.05 level of significance. Justify your answer. (3 marks)

To be significant at the level shown the calculated value of Chi Square must be equal to or greater than the critical/table value

(k) In the discussion section of their report of the investigation the students wanted to further discuss their results in relation to levels of significance.

Write a short paragraph the students could use to do this. (4 marks)

(l) As a follow-up to their observation the students decided to interview some of their peers about inconsiderate behaviours in their 6th Form Centre. The interviews were recorded.

Explain how the students could develop their interview findings by carrying out a content analysis and why content analysis would be appropriate in this case. (3 marks

(m) Suggest one inconsiderate behaviour that the students might focus on in their content analysis. (1 mark)

(n) Design an experiment to investigate the effect of indoor plants on mood in office workers. For your measure of mood, you should devise a measure that would give data suitable for testing at the ordinal level of measurement.

• Design – include reference to the experimental design, variables and controls
• Materials/Apparatus – describe any special materials required
• Data analysis that could be used – include reference to descriptive and inferential analysis.

Justify your choices. (12 marks)

2017 ( AQA A-level Psychology revision guide)

A psychologist wanted to test whether listening to music improves running performance.

The psychologist conducted a study using 10 volunteers from a local gym. The psychologist used a repeated measures design. Half of the participants were assigned to condition A (without music) and half to condition B (with music).

All participants were asked to run 400 metres as fast as they could on a treadmill in the psychology department. All participants were given standardised instruction. All participants wore headphones in both conditions. The psychologist recorded their running time in seconds. The participants returned to the psychology department the following week and repeated the test in the other condition.

(a) Identify the type of experiment used in this study.

(b) Identify the operationalised dependent variable in the study. (2 marks)

The results of the study are given in Table 1 below.

Table 1. Mean number of second taken to complete the 400m run and the standard deviation for both conditions.

(c) Explain why a histogram would not be an appropriate way of displaying the means shown in Table 1. (2 marks)

(d) Name a more appropriate graph to display the means shown in Table 1. Suggest appropriate X (Horizontal) and Y (vertical) axis labels for your graph choice. (3 marks)

Name of graph

X axis label

Y axis label

(e) What do the mean and standard deviation values in Table 1 suggest about the participants’ performances with and without music? Justify your answer. (4 marks)

(f) Calculate the percentage decrease in the mean time it took participants to run 400 metres when listening to music. Show your workings. Give your answer to three significant figures. (4 marks)

The researcher used a directional hypothesis and analysed the data using a related t-test. The calculated value of t where degrees of freedom (df) = 9 was 1.4377. He decided to use the 5% level of significance.

Table 2. Table of critical values of t

Calculated value of t must be equal to or greater than the critical value in this table for significance to be shown.

(g) Give three reasons why the researcher used a related t-test in this study and, using Table 2, explain whether or not the results are significant (5 marks)

(h) What is meant by a Type II error? Explain why psychologists normally use the 5% level of significance in their research. (3 marks)

(i) Identify one extraneous variable that could have affected the results of this study. Suggest why it would have been important to control this extraneous variable and how it could have been controlled in this study. (3 marks)

(j) The report was submitted for peer review and a number of recommendations were advised.

Describe the process and purposes of peer review. (6 marks)

People’s perception of how they spent their time at the gym is often not very accurate. Some spent more time chatting than on the treadmill. A psychologist decides to observe the actual behaviour of an opportunity sample of gym users at a local gym.

(k) Explain why it is more appropriate for the psychologist to use an observation than a questionnaire in this case. (3 marks)

(l) Design an observational study to investigate how people spent their time at the gym.

In your answer you will be awarded credit for providing appropriate details of

• Type of observation with justification
• Operationalised behaviour categories
• Use of time and/or event sampling with justification
• How reliability of data collection could be assessed.

2018 ( A-level Psychology resources)

A psychologist was reading an article about typical dream themes in adults.

Figure 2 shows the main dream themes identified in the article.

Figure 2 Main dream themes

(a) Using Figure 2, estimate the percentage of dreams that were reported to be about being chased. Shade one box only. [1 mark]

A           4%

B           12%

C           27%

D           42%

The psychologist was interested in finding out whether dream themes differed between box males and females, particularly in terms of social interaction. She decided to conduct a pilot study. Twenty undergraduate students (8 male and 12 female) volunteered for the study. For a six-week period the students were interviewed at 9 am each morning when they arrived at university. Interviewers, who did not know the purpose of the study, carried out and recorded the dream interviews.

(a) What is meant by a pilot study? Explain one possible reason why the psychologist decided to conduct a pilot study for this investigation. [3 marks]

(b) The interviews produced qualitative data. What is meant by qualitative data? Give one strength of collecting qualitative data in this study. [2 marks]

(c) What are investigator effects? Suggest one way in which they could have been minimised during the dream interviews. [3 marks]

Another researcher, who did not know the purpose of the study, carried out a content analysis of the interview data.

(d) Explain how this content analysis could have been conducted. [4 marks]

The psychologist wanted to assess the reliability of the content analysis.

(e) Explain how the reliability of the content analysis could be assessed. [4 marks]

When comparing the data for males and females, the psychologist found that there was a difference in the proportion of friendly and aggressive social interactions. This is shown in Table 2.

Table 2: Percentage of friendly and aggressive social interactions in dreams reported by males and females

A total of 375 dreams reported by males included social interaction.

(f) Use the data in Table 2 to calculate how many of these dreams reported by males were classified as aggressive. Show your workings. [2 marks]

(g) Draw a suitable graphical display to represent the data in Table 2 box. Label your graph appropriately. [4 marks]

The psychologist decided to conduct an experiment to investigate the effect of watching box horror films before going to bed.

A volunteer sample of 50 university students consented to take part in the experiment.

The 50 students were randomly split into two groups. Group 1 watched a horror film before going to bed each night for the first week then a romantic comedy before going to bed each night for the second week. Group 2 watched the romantic comedy in the first week and the horror film in the second week.

When the students woke up each morning, each student received a text message that asked if they had had a nightmare during the night. They could respond ‘yes’ or ‘no’.

(h) Write a brief consent form that would have been suitable for use in this experiment. The consent form should:

• include some detail of what participants might expect to happen
• refer to ethical issues
• be in an appropriate format/style

(i) The psychologist proposed a directional hypothesis.

Write a directional hypothesis for this experiment. [3 marks]

The psychologist used a repeated measures design in this experiment.

(j) Explain why it was important to use a repeated measures design in this case.  [2 marks]

The psychologist used counterbalancing in this experiment.

(k) Explain why it was appropriate to use counterbalancing in this experiment. [2 marks]

(l) Explain how the box psychologist could have randomly split the sample of 50 students into the two groups. [3 marks]

The psychologist collated the responses of all the participants over the two-week period and calculated the mean and standard deviation for each condition.

Table 3: Mean number of nightmares reported and the standard deviation for each condition

(m) What do the mean and standard deviation values in Table 3 suggest about the effect of the type of film watched on the occurrence of nightmares? Justify your answer. [4 marks]

The psychologist found that the difference in the number of nightmares reported in the two conditions was significant at p<0.05.

(n) Explain what is meant by ‘significant at p<0.05’ in the context of this experiment. [2 marks]

(o) The psychologist was concerned about the validity of the experiment.

Suggest one possible modification to the design of the experiment and explain how this might improve validity. [3 marks]

2019 ( AQA A-level Psychology resources)

(a) Which of the following does reliability refer to?

Shade one circle only. [1 mark]

A           The accuracy of the data

B           The consistency of the data

C           The levels of the data

D           The validity of the data

(b) Which of the following is not a role of peer review in the scientific process?

A           To determine whether to award research funding

B           To ensure only significant results are published

C           To make sure research has high validity and reliability

D           To retain the integrity of psychological research

(c) Give one reason why it is important for scientific reports to include a referencing section? [1 mark]

It was recently reported in a newspaper that time spent playing team sports increases happiness levels. A researcher was keen to find out whether this was due to participating in a team activity or due to participating in physical activity, as he could not find any published research on this.

The researcher used a matched-pairs design. He went into the student café and selected the first 20 students he met. Each student was assigned to one of two groups.

Participants in Group A were requested to carry out 3 hours of team sports per week. Participants in Group B were requested to carry out 3 hours of exercise independently in a gym each week. All participants were told not to take part in any other type of exercise for the 4-week duration of the study.

All participants completed a happiness questionnaire at the start and end of the study. The researcher then calculated the improvement in happiness score for each participant.

(d) Which of the following is correct?

A           Groups A and B are conditions of the dependent variable and happiness is the independent variable.

B           Groups A and B are conditions of the independent variable and happiness is the dependent variable.

C           Groups A and B are the controls and happiness is the experimental condition.

D           Groups A and B are the experimental conditions and happiness is the control.

(e) Would a directional or non-directional hypothesis be more suitable for the researcher to use? Explain your answer. 2 marks]

(f) Write a suitable hypothesis for this experiment. [3 marks]

(g) Identify the type of sampling method used in this experiment. Explain one limitation of using this sampling method in this study. [3 marks]

(h) Identify one variable on which participants should be matched in this matched-pairs design. Explain how the researcher could assign matched participants to either Group A or Group B. [4 marks]

(i) Explain one strength of using a matched-pairs design rather than a repeated-measures design. [2 marks]

The results of the study are given in Table 2 below.

               Table 2 Improvement in happiness scores

The researcher decided to use the Sign Test to see whether there was a significant difference in the improvement in the scores between the two groups at the 5% level of significance.

(j) Calculate the value of S in this study. Show your workings. [2 marks]

Significance is shown if the calculated value of S is equal to or less than the critical value.

(k) Explain whether or not there was a significant difference in the improvement in the scores between the two groups. Use your answer to Question 22 and Table 3. [2 marks]

The validity of the data was questioned when the researcher presented his results. The researcher explained that he chose to use the happiness questionnaire because it had high concurrent validity.

(l) Explain what it means for a test to have high concurrent validity. [2 marks]

The questionnaire had high concurrent validity.

Validity was still a concern because the researcher knew which participants were in each experimental group.

(m) Explain how this could have affected the validity of the study. [4 marks]

(n) Using your answer to Question m, suggest one way in which the researcher could modify the study to improve the internal validity of the study? Justify your answer. [4 marks]

A psychology teacher read the researcher’s study on sport and happiness. She considered whether setting group tasks could improve her students’ level of happiness. She decided to conduct an independent groups experiment with 30 students taking A-level Psychology using the same happiness questionnaire.

(o) Suggest an appropriate statistical test the psychology teacher could use to analyse the data. Justify your choice of test. [4 marks]

(p) Design an independent groups experiment that the psychology teacher could conduct.

• the aim of the experiment
• identification and manipulation of variables including details of the task
• controls to minimise the effects of extraneous variables
• data handling and analysis – use of descriptive statistics and/or data presentation.

Justify your design choices. [12 marks]

2020 ( A-level Psychology notes)

A study into the relationship between recreational screen time and academic achievement was conducted. Students were asked to self-report the number of hours spent watching TV, playing on their mobile phones or video games (daily recreational screen time) and their end-of-year test performances (academic performance).

The results of the study are shown in Figure 2.

(a) In which section(s) of a scientific report would you expect to find reference to the results/findings of the investigation?

A           The abstract and the results sections only

B           The abstract, the discussion and the results sections only

C           The results and the discussion sections only

D           The results section only

(b) Which of the following correlation co-efficients best describes the data represented in Figure 2?

A           –0.80

B           –0.25

C           +0.25

D           +0.80

(c) Identify the type of graph shown in Figure 2 and explain why this is an appropriate graph to use for the data collected. [3 marks]

(d) Explain why it would not be appropriate for the researchers to conclude that increased recreational screen time reduces academic performance. [2 marks]

A psychologist reads a review of a meta-analysis confirming the relationship between recreational screen time and academic performance.

(e) What is meant by the term meta-analysis? [2 marks]

The psychologist decided to design an experiment to test the effects of recreational screen time on children’s academic performance.

The psychologist randomly selected four schools from all the primary schools in her county to take part in the experiment involving Year 5 pupils. Three of the four schools agreed to take part. In total, there were 58 pupils whose parents consented for them to participate. The 58 pupils were then randomly allocated to Group A or Group B.

For the two-week period of the experiment, pupils in Group A had no recreational screen time. Pupils in Group B were allowed unrestricted recreational screen time. At the end of the experiment all pupils completed a 45-minute class test, to achieve a test score.

(f) Complete Table 1 by ticking the statement that best describes the population and the sample in the psychologist’s experiment.

Place one tick in each column. [2 marks]

(g) Briefly explain why a directional hypothesis would be most suitable for this experiment. [1 mark]

(h) Write an appropriate hypothesis for this experiment. [3 marks]

The results obtained from the experiment are summarised in Table 2.

Table 2  Descriptive statistics for the test performance scores for Group A and Group B

(i) Using the data in Table 2, explain how the distribution of scores in Group A differs from the distribution of scores in Group B. [4 marks]

(j) What do the mean and standard deviation values in Table 2 suggest about the effect of the recreational screen time on test performance? Justify your answer. [4 marks]

(k) The psychologist wanted to test the statistical significance of the data.

Identify the most appropriate choice of statistical test for analysing the data collected and explain three reasons for your choice in the context of this study. [7 marks]

One criticism of the study is that the pupils were not matched on their typical recreational screen time.

(l) Explain how the psychologist could have matched pupils on their typical recreational screen time across the experimental conditions. [4 marks]

(m) Identify one other variable for which the psychologist could have matched the pupils. Explain how this might have affected the test performance if it was not controlled. [2 marks]

The feedback from one of the schools was that recreational screen time affected pupils’ social interactions. The psychologist decided to investigate this further by using an observation of social interaction during playtime at the school.

(n) Design the observation to investigate pupils’ social interaction in the playground.

In your answer you will be awarded credit for providing appropriate details of:

• type of observation, with justification
• choice of time sampling or event sampling, with justification
• dealing with one relevant ethical issue
• assessing reliability of the data through inter-observer reliability.

2021 ( AQA A-level Psychology notes)

A researcher placed an advert in a university psychology department asking for third year students to participate in a sleep experiment.

Each student had a sleep tracker watch to wear at home for the two-week study. Each morning they were asked to open the sleep tracker app to view their sleep quality data on their mobile phones. The students were unaware that the sleep data they could see on their phones had been manipulated by the researcher. Over the two weeks of the study, each student saw that he or she had had poor sleep quality for seven random nights of the experiment and good sleep quality for the remaining nights.

Every morning, after viewing the sleep data, each student completed a questionnaire about the previous night’s sleep. One of the questions asked the students to rate how well rested they felt, on a scale from 1–10, after the previous night’s sleep. Apart from this, students were asked to continue their normal everyday activities.

(a) Which of the following best describes the experimental method used in this study?

Shade one box only. [1 mark]

A           Field experiment

B           Laboratory experiment

C           Natural experiment

D           Quasi-experiment

(b) Write a directional hypothesis the researcher might use for this study. [3 marks]

(c) Which of the following best describes the sampling method used in this study?

A           Opportunity sampling

B           Stratified sampling

C           Systematic sampling

D           Volunteer sampling

(d) Explain one strength and one limitation of using this sampling method in this study. [4 marks]

The researcher collected quantitative data about how well rested the students felt.

(e) Explain one strength of collecting quantitative data in this study. [2 marks]

One ethical issue in this study is deception, as the students were unaware that the sleep data they could see on their phones had been manipulated by the researcher.

(f) Explain one way in which the researcher might deal with the deception in this study. [2 marks]

Apart from the question about how well rested the students felt, the researcher’s questionnaire contained nine other questions. The responses to these questions were not analysed.

(g) Explain one reason why the researcher decided to include these additional questions on the questionnaire. [2 marks]

(h) Explain one limitation of assessing sleep quality using a rating scale of 1–10. [2 marks]

The researcher believed that the actual number of hours slept by the students could have affected the results of the study.

(i) Suggest one other extraneous variable that could have affected the results of this study. Explain why it would have been important to control this extraneous variable and how it could have been controlled in this study. [4 marks]

In a follow-up study, the researcher investigated whether there was a correlation between the number of hours slept and how well rested the students felt.

The researcher randomly selected 18 participants from first-year students at the university.

On the day of the study, each student participant was asked, ‘How many hours did you sleep last night?’ They then had to rate on a scale of 1 to 5 how well rested they felt.

The researcher hypothesised that there would be a positive correlation between the two co-variables.

(j) Outline one reason why it was appropriate to conduct a correlation rather than an experiment in this case. [2 marks]

(k) Describe how the researcher could have used random sampling to obtain the students for this study. [3 marks]

The researcher used Spearman’s rho statistical test to analyse the data from this study.

(l) Explain why Spearman’s rho was a suitable test for this study. Refer to the description of the study in your answer. [4 marks]

The researcher chose to use the 5% level of significance and the calculated correlation coefficient for the Spearman’s rho test was 0.395

(m) Identify the appropriate critical value from Table 1. Explain your choice. [4 marks]

(n) Explain whether the researcher’s hypothesis should be accepted. Refer to the critical value identified in Question 21 in your answer. [2 marks]

(o) Explain why the researcher decided to use the 5% level of significance rather than the 1% level in this study. [2 marks]

When the researcher compared the calculated and critical values of rho, he began to wonder if he might have made a Type II error.

(p) Explain what is meant by a Type II error in the context of this study. [2 marks]

(q) Discuss features of science. Refer to one or more examples of psychological research in your answer. [8 marks]

2022 ( A-level Psychology revision notes)

A controlled observation was designed to compare the social behaviours of pre-school children of working parents and pre-school children of stay-at-home parents. The sample consisted of 100 children aged three, who were observed separately. Half of the children had working parents and the other half had stay-at-home parents.

The observation took place in a room which looked like a nursery, with a variety of toys available. In the room, there were four children and one supervising adult. Their behaviour was not recorded.

Each child participant was brought into the room and settled by their parent. The parent then left to sit outside. Each child participant’s behaviour was observed covertly for five minutes while they played in the room.

The observation was conducted in a controlled environment and a standardised script was used when the children and their parents arrived.

(a) Explain why the researcher used a controlled observation and a standardised script in this study. [4 marks] 

(b) Identify one limitation of controlled observations. [1 mark]

The researcher used two trained observers to record the social behaviours of each child during the observation.

(c) Give two behavioural categories that the observers could have used in the observation to assess the pre-school children’s social behaviour. Explain why your chosen categories are appropriate. [4 marks]

(d) Describe how the observers could use time sampling to record the social behaviour of each child during the five-minute period. [4 marks]

(e) Explain one strength and one limitation of using time sampling for this observation. [4 marks]

(f) Explain how the reliability of the controlled observation could be assessed through inter-observer reliability. [4 marks]

The data from the observation was summarised by converting the number of agreed observations into a total social behaviour score for each child.

The researcher then conducted a statistical test to identify whether there was a significant difference between the social behaviour scores for the children of stay-at-home parents and those of working parents.

(g) Identify an appropriate statistical test that the researcher could use to analyse the social behaviour scores in this study. Explain three reasons for your choice in the context of this study. [7 marks]

(h) Explain one reason why collecting quantitative data could reduce the validity of this study. [2 marks]

The findings of this study might have implications for the economy.

(i) Explain one or more possible implications of this study for the economy. [3 marks]

This study was written up as a scientific report.

(j) Describe features of the abstract section in a scientific report. [3 marks]

A new TV programme has been developed to increase positive social behaviours in pre-school children.

There is a proposal to carry out an experiment to compare the effects of the new TV programme and an existing TV programme, on positive social behaviours in pre-school children.

A sample of 500 pre-school children and their parents is available for the experiment. The parents have given consent for their children to take part in this experiment.

The experiment will take place over an 8-week period. Data on the children’s social behaviours will be gathered from the parents using a self-report method.

(j) Design the experiment to investigate whether watching the new TV programme leads to an increase in positive social behaviours in the children, compared with watching the existing TV programme.

In your answer you will gain credit for providing appropriate details of the following:

• the type of experimental design, with justification
• a self-report method of data collection, with justification
• how to control one extraneous variable, with justification as to why this would need to be controlled.

OCR homepage

Administration

• Active Results
• Interchange
• Submit for Assessment
• Teach Cambridge

ExamBuilder

• Online Support Centre

Main navigation

As and a level psychology - h167, h567.

Full assessment teaching materials, including secure assessment materials, are now only available on Teach Cambridge. Examples are shown below.

Question papers, mark schemes and reports

2022 - june series.

• Question paper - Research methods H567/01 - PDF 874KB
• Mark scheme - Research methods H567/01 - PDF 637KB
• Examiners' report - Research methods H567/01 - PDF 2MB
• Question paper - Psychological themes through core studies H567/02 - PDF 858KB
• Mark scheme - Psychological themes through core studies H567/02 - PDF 561KB
• Examiners' report - Psychological themes through core studies H567/02 - PDF 2MB
• Question paper - Applied psychology H567/03 - PDF 1MB
• Mark scheme - Applied psychology H567/03 - PDF 376KB
• Examiners' report - Applied psychology H567/03 - PDF 1MB
• Modified papers H567/01/02/03 - ZIP 4MB

2021 - November series

• Question paper - Research methods H567/01 - PDF 2MB
• Mark scheme - Research methods H567/01 - PDF 497KB
• Question paper - Psychological themes through core studies H567/02 - PDF 915KB
• Question paper - Psychological themes through core studies post exam correction H567/02 - PDF 169KB
• Mark scheme - Psychological themes through core studies H567/02 - PDF 406KB
• Question paper - Applied psychology H567/03 - PDF 849KB
• Mark scheme - Applied psychology H567/03 - PDF 404KB
• Modified papers H567/02/03 - ZIP 4MB

2020 - November series

• Question paper - Research methods H567/01 - PDF 1MB
• Mark scheme - Research methods H567/01 - PDF 352KB
• Examiners' report H567/01 - PDF 339KB
• Question paper - Psychological themes through core studies H567/02 - PDF 633KB
• Question paper - Psychological themes through core studies post exam correction H567/02 - PDF 213KB
• Mark scheme - Psychological themes through core studies H567/02 - PDF 333KB
• Examiners' report H567/02 - PDF 337KB
• Mark scheme - Applied psychology H567/03 - PDF 362KB
• Examiners' report H567/03 - PDF 413KB
• Modified papers H567/02/03 - ZIP 2MB

2019 - June series

• Mark scheme - Research methods H567/01 - PDF 776KB
• Summer highlights report H567 - PDF 166KB
• Examiners' report - Research methods H567/01 - PDF 965KB
• Question paper - Psychological themes through core studies H567/02 - PDF 2MB
• Mark scheme - Psychological themes through core studies H567/02 - PDF 568KB
• Examiners' report - Psychological themes through core studies H567/02 - PDF 863KB
• Mark scheme - Applied psychology H567/03 - PDF 652KB
• Examiners' report - Applied psychology H567/03 - PDF 803KB
• Modified papers H567/01/02/03 - ZIP 21MB

Sample assessment materials

Marking instructions are included at the beginning of specimen assessment material mark schemes and were accurate at the time of publication. Marking instructions may be revised in live papers as appropriate during the lifetime of the qualification.

We're currently revising our SAMs to update third-party copyright agreements. For question examples see our question papers, marks schemes and reports.

• Research methods H567/01 - Sample question paper and mark scheme. PDF 1MB
• Psychological themes through core studies H567/02 - Sample question paper and mark scheme. PDF 1MB
• Applied psychology H567/03 - Sample question paper and mark scheme. PDF 914KB

Assessment guides

• Assessment guide - Psychological themes through core studies H167, H567 - PDF 12MB
• Question paper - Research methods H167/01 - PDF 925KB
• Mark scheme - Research methods H167/01 - PDF 321KB
• Examiners' report - Research Methods H167/01 - PDF 2MB
• Question paper - Psychological themes through core studies H167/02 - PDF 891KB
• Mark scheme - Psychological themes through core studies H167/02 - PDF 322KB
• Examiners' report - Psychological themes through core studies H167/02 - PDF 1MB
• Modified papers H167 - ZIP 2MB
• Question paper - Research methods H167/01 - PDF 1MB
• Mark scheme - Research methods H167/01 - PDF 466KB
• Question paper - Psychological themes through core studies H167/02 - PDF 1MB
• Mark scheme - Psychological themes through core studies H167/02 - PDF 353KB
• Modified papers H167/01-H167/02 - ZIP 3MB
• Mark scheme - Research methods H167/01 - PDF 422KB
• Examiners' report - Research Methods H167/01 - PDF 815KB
• Question paper - Psychological themes through core studies H167/02 - PDF 2MB
• Mark scheme - Psychological themes through core studies H167/02 - PDF 402KB
• Examiners' report - Psychological themes through core studies H167/02 - PDF 704KB
• Modified papers H167 - ZIP 11MB
• Research methods H167/01 - Sample question and mark scheme. PDF 1MB
• Psychological themes through core studies H167/02 - Sample question paper and mark scheme. PDF 943KB
• Student handbook: Guide to assessment H167 - Designed to provide students with some tips on how to prepare for the exams at the end of the year. DOC 643KB

Assemble bespoke mock exams and topic tests from past papers with ExamBuilder, our free assessment builder platform.

A-Level AQA Psychology Questions by Topic

Finish sign up, filter by paper, core content, 1. social influence, 3. attachment, 4 . psychopathology, 5 . approaches in psychology, 6. biopsychology, 7 . research methods, 8. issues and debates in psychology, 9. relationships, 11. cognition and development, 12. schizophrenia, 13. eating behaviour, 15. aggression, 16. forensic psychology, 17. addiction.

• Find a course
• Undergraduate study
• Postgraduate study
• MPhil/PhD research
• Short courses
• Entry requirements
• Financial support
• How to apply
• Come and meet us
• Evening study explained
• International Students
• Student Services
• Business Services
• Student life at Birkbeck
• The Birkbeck Experience
• Boost your career
• About Birkbeck
• Contact Birkbeck
• Faculties and Schools

Undergraduate exam papers 

• Advanced Research Methods (May 2017)
• Advanced Research Methods (May 2016)
• Advanced Research Methods (June 2015)
• Advanced Research Methods (June 2014)
• Advanced Research Methods (June 2013)
• Advanced Research Methods (June 2012)
• Advanced Research Methods (June 2011)
• Advanced Research Methods (June 2010)
• Advanced Research Methods (May 2009)
• Attachment Theory: Introduction and Critique (May 2022)
• Attachment Theory: Introduction and Critique (May 2021)
• Attachment Theory: Introduction and Critique (May 2020)
• Attachment Theory: Introduction and Critique (May 2019)
• Attachment Theory: Introduction and Critique (May 2018)
• Attachment Theory: Introduction and Critique (May 2017)
• Brain and Cognitive Development (May 2021)
• Brain and Cognitive Development (May 2020)
• Brain and Cognitive Development (May 2019)
• Brain and Cognitive Development (May 2018)
• Brain and Cognitive Development (May 2017)
• Brain and Cognitive Development (May 2016)
• Brain and Cognitive Development (May 2015)
• Brain and Cognitive Development (May 2014)
• Brain and Cognitive Development (May 2013)
• Brain and Cognitive Development (May 2012)
• Brain and Cognitive Development (May 2011)
• Brain and Cognitive Development (May 2010)
• Brain and Cognitive Development (May 2009)
• Clinical and Counselling Psychology (May 2019)
• Clinical Psychology (June 2017)
• Clinical Psychology (June 2016)
• Clinical Psychology (June 2015)
• Clinical Psychology (June 2014)
• Cognitive and Affective Neuroscience (May 2021)
• Cognitive and Affective Neuroscience (May 2020)
• Cognitive and Affective Neuroscience (May 2019)
• Cognitive and Affective Neuroscience (May 2018)
• Cognitive and Affective Neuroscience (May 2017)
• Cognitive and Affective Neuroscience (May 2016)
• Cognitive and Affective Neuroscience (May 2015)
• Cognitive and Affective Neuroscience (May 2014)
• Cognitive and Affective Neuroscience (May 2013)
• Cognitive and Affective Neuroscience (May 2012)
• Cognitive and Affective Neuroscience (May 2011)
• Cognitive and Affective Neuroscience (May 2010)
• Cognitive and Affective Neuroscience (May 2009)
• Cognitive Behavioural Therapy: An Introduction (May 2022)
• Cognitive Behavioural Therapy: An Introduction (May 2021)
• Cognitive Behavioural Therapy: An Introduction (May 2020)
• Cognitive Behavioural Therapy: An Introduction (May 2019)
• Cognitive Behavioural Therapy: An Introduction (May 2018)
• Cognitive Behavioural Therapy: An Introduction (May 2017)
• Cognitive Modelling (2023)
• Critical Analysis: Experimental Research (May 2020)
• Critical Analysis: Experimental Research (May 2019)
• Critical Analysis: Experimental Research (May 2018)
• Critical Analysis: Experimental Research (May 2017)
• Critical Analysis (May 2016)
• Critical Analysis (May 2015)
• Critical Analysis (May 2014)
• Critical Analysis (May 2013)
• Critical Analysis (May 2012)
• Critical Analysis (May 2011)
• Critical Analysis (May 2010)
• Critical Analysis (May 2009)
• Developmental Psychology (multiple choice exam - not available) (May 2013)
• Developmental Psychology (multiple choice exam - not available) (May 2012)
• Developmental Psychology (May 2020)
• Developmental Psychology (May 2019)
• Developmental Psychology (May 2011)
• Developmental Psychology (May 2010)
• Developmental Psychology (June 2009)
• Educational Psychology (May 2020)
• Educational Psychology (May 2019)
• Educational Psychology (May 2018)
• Educational Psychology (May 2017)
• Educational Psychology (May 2016)
• Family Studies (May 2021)
• Family Studies (May 2020)
• Family Studies (May 2019)
• Family Studies (May 2018)
• Family Studies (May 2017)
• Family Studies (May 2016)
• Family Studies (May 2015)
• Family Studies (May 2014)
• Family Studies (May 2013)
• Family Studies (May 2012)
• Family Studies (May 2011)
• Family Studies (May 2009)
• General Foundations of Psychology (May 2017)
• General Foundations of Psychology (May 2016)
• General Foundations of Psychology (May 2015)
• General Foundations of Psychology (May 2014)
• General Foundations of Psychology (May 2013)
• General Foundations of Psychology  (May 2012)
• General Foundations of Psychology (June 2011)
• General Foundations of Psychology (May 2010)
• General Foundations of Psychology (May 2009)
• Genetics and Psychology (2022)
• Genetics and Psychology (2021)
• Genetics and Psychology (May 2019)
• Genetics and Psychology (May 2018)
• Genetics and Psychology (May 2017)
• Genetics and Psychology (May 2016)
• Genetics and Psychology (May 2015)
• Genetics and Psychology (May 2014)
• Genetics and Psychology (May 2013)
• Genetics and Psychology (May 2012)
• Genetics and Psychology (May 2011)
• Genetics and Psychology (May 2010)
• Genetics and Psychology (May 2009)
• Health Psychology (May 2017)
• Health Psychology (May 2016)
• Health Psychology (May 2015)
• Health Psychology (May 2014)
• Health Psychology  (May 2013)
• Health Psychology (May 2012)
• Health Psychology (May 2011)
• Health Psychology (May 2010)
• Health Psychology (May 2009)
• Human Evolution and Evolutionary Psychology (June 2021)
• Human Evolution and Evolutionary Psychology (May 2019)
• Individual Differences (June 2021)
• Individual Differences (June 2020)
• Individual Differences (June 2019)
• Individual Differences (May 2018)
• Individual Differences (May 2017)
• Individual Differences (15 credits) (May 2016)
• Individual Differences (30 credits) (May 2016)
• Individual Differences (May 2014)
• Individual Differences (May 2013)
• Individual Differences  (May 2012)
• Individual Differences (May 2011)
• Individual Differences  (May 2010)
• Individual Differences (June 2009)
• The Influence of Adverse Experiences and Psychological Issues on Children's Development (May 2010)
• Introduction to Individual Differences (April 2020)
• Introduction to Individual Differences (May 2019)
• Introduction to Individual Differences (May 2018)
• Introduction to Neuroscience (May 2019)
• Introduction to Neuroscience (May 2018)
• Introduction to Research Methods (May 2019)
• Introduction to Research Methods (May 2018)
• Introduction to Research Methods (May 2017)
• Introduction to Research Methods (May 2016)
• Introduction to Research Methods (May 2015)
• Introduction to Research Methods (May 2014)
• Introduction to Research Methods (May 2013)
• Introduction to Research Methods  (May 2012)
• Introduction to Research Methods (September 2011)
• Introduction to Research Methods (May 2010)
• Introduction to Research Methods  (May 2009)
• Introduction to Social Psychology (May 2019)
• Introduction to Social Psychology (May 2018)
• Language (June 2010)
• Language (May 2009)
• Learning and Memory (June 2018)
• Learning and Memory (June 2017)
• Learning and Memory (June 2016)
• Learning and Memory (June 2015)
• Learning and Memory Level 5 (May 2020)
• Learning and Memory Level 5 (May 2019)
• Learning and Memory Level 6 (May 2019)
• Memory and Cognition (multiple choice exam, not available) (May-June 2013)
• Memory and Cognition (multiple choice exam, not available) (May-June 2012)
• Memory and Cognition (June 2011)
• Memory and Cognition (June 2010)
• Memory and Cognition (May 2009)
• Neuroscience (May 2020)
• Neuroscience (May 2019)
• Perception and Attention (2020)
• Perception and Attention (May 2019)
• Perception, Attention and Performance (May 2019)
• Perception, Attention and Performance (May 2018)
• Perception, Attention and Performance (May 2017)
• Perception, Attention and Performance (May 2016)
• Perception, Attention and Performance (May 2015)
• Perception, Attention and Performance (May 2014)
• Perception, Attention and Performance (May 2013)
• Perception, Attention and Performance (May 2012)
• Perception, Attention and Performance (May 2011)
• Perception, Attention and Performance (May 2010)
• Perception, Attention and Performance (June 2009)
• Psychobiology (June 2011)
• Psychobiology (May 2010)
• Psychobiology (May 2009)
• Psychobiology I (December 2015)
• Psychobiology I (December 2013)
• Psychobiology I (December 2012)
• Psychobiology II (May 2018)
• Psychobiology II (May 2017)
• Psychobiology II (May 2016)
• Psychobiology II (May 2015)
• Psychobiology II (May 2014)
• Psychobiology II (May 2013)
• Psychobiology II (May 2012)
• Psychobiology II (May 2011)
• Psychobiology II  (May 2010)
• Psychobiology II (June 2009)
• Reasoning and Decision Making (May 2020)
• Reasoning and Decision Making (May 2019)
• Reasoning and Decision Making (June 2018)
• Reasoning and Decision Making (May 2017)
• Reasoning and Decision Making (May 2016)
• Reasoning and Decision Making (May 2015)
• Research Methods 1 (September 2020)
• Research Methods 1 (May 2019)
• Research Methods 2 (September 2020)
• Research Methods 2 (June 2019)
• Research Methods (May 2018)
• Research Methods (May 2017)
• Research Methods (May 2016)
• Research Methods (May 2015)
• Research Methods (May 2014)
• Research Methods (May 2013)
• Research Methods (May 2012)
• Research Methods (May 2011)
• Research Methods (May 2009)
• Social Psychology (May 2020)
• Social Psychology (May 2019)
• Social Psychology (May 2018)
• Social Psychology (May 2017)
• Social Psychology (15 credits) (May 2016)
• Social Psychology (30 credits) (May 2016)
• Social Psychology (May 2015)
• Social Psychology (June 2014)
• Social Psychology (June 2013)
• Social Psychology (May 2012)
• Social Psychology (May 2011)
• Social Psychology (June 2010)
• Social Psychology (May 2009)

Postgraduate exam papers

• Intermediate Research Methods (May 2017)
• Intermediate Research Methods (May 2014)
• Intermediate Research Methods (May 2013)

OCR A-Level Psychology Past Papers

OCR A-Level Psychology (H567) and AS-Level Psychology (H167) past exam papers. You can download the papers and marking schemes by clicking on the links below.

June 2022 OCR A-Level Psychology (H567) Past Papers

A-Level Psychology (H567/01) Research Methods Download Paper      –     Download Mark Scheme

A-Level Psychology (H567/02) Psychological themes through Core Studies Download Paper      –     Download Mark Scheme

 A-Level Psychology (H567/03) Applied Psychology Download Paper      –    Download Mark Scheme

November 2021 OCR A-Level Psychology (H567) Past Papers

November 2021 A-Level Psychology (H567/01) Research Methods Download Paper     –    Download Mark Scheme

November 2021 A-Level Psychology (H567/02) Psychological themes through Core Studies Download Paper     –    Download Mark Scheme

November 2021 A-Level Psychology (H567/03) Applied Psychology Download Paper     –    Download Mark Scheme

November 2020 OCR A-Level Psychology (H567) Past Papers

November 2020 A-Level Psychology (H567/01) Research Methods Download Paper     –    Download Mark Scheme

November 2020 A-Level Psychology (H567/02) Psychological themes through Core Studies Download Paper     –    Download Mark Scheme

November 2020 A-Level Psychology (H567/03) Applied Psychology Download Paper     –    Download Mark Scheme

November 2020 OCR AS-Level Psychology (H167) Past Papers

November 2020 AS Psychology (H167/01) Research Methods Download Paper     –    Download Mark Scheme

November 2020 AS Psychology (H167/02) Psychological themes through Core Studies Download Paper     –    Download Mark Scheme

June 2019 OCR A-Level Psychology (H567) Past Papers

June 2019 A-Level Psychology (H567/01) Research Methods Download Paper    –   Download Mark Scheme

June 2019 A-Level Psychology (H567/02) Psychological themes through Core Studies Download Paper    –   Download Mark Scheme

June 2019 A-Level Psychology (H567/03) Applied Psychology Download Paper    –   Download Mark Scheme

June 2019 OCR AS-Level Psychology (H167) Past Papers

June 2019 AS Psychology (H167/01) Research Methods Download Paper    –   Download Mark Scheme

June 2019 AS Psychology (H167/02) Psychological themes through Core Studies Download Paper    –   Download Mark Scheme

June 2018 OCR A-Level Psychology (H567) Past Papers

June 2018 A-Level Psychology (H567/01) Research Methods Download Paper    –   Download Mark Scheme

June 2018 A-Level Psychology (H567/02) Psychological themes through Core Studies Download Paper    –   Download Mark Scheme

A-Level Psychology (H567/03) Applied Psychology Download Paper    –   Download Mark Scheme

June 2018 OCR AS-Level Psychology (H167) Past Papers

June 2018 AS Psychology (H167/01) Research Methods Download Paper    –   Download Mark Scheme

June 2018 AS Psychology (H167/02) Psychological themes through Core Studies Download Paper    –   Download Mark Scheme

OCR A-Level Psychology Past Papers (H167, H567)

A-Level Psychology (H567/01) Research Methods –  Download Paper  –  Download Mark Scheme A-Level Psychology (H567/02) Psychological themes through Core Studies –  Download Paper  –  Download Mark Scheme A-Level Psychology (H567/03) Applied Psychology –  Download Paper  –  Download Mark Scheme

AS Psychology (H167/01) Research Methods – Download Paper – Download Mark Scheme AS Psychology (H167/02) Psychological themes through Core Studies – Download Paper – Download Mark Scheme

OCR A-Level Psychology Past Papers (H168, H568)

AS Psychology (G541/01) Psychological Investigation – Download Paper – Download Mark Scheme AS Psychology (G542/01) Core Studies – Download Paper – Download Mark Scheme A2 Psychology (G543/01) Options in Applied Psychology – Download Paper – Download Mark Scheme A2 Psychology (G544/01) Approaches and Research Methods in Psychology – Download Paper – Download Mark Scheme

Past Examination Questions

Record detail, department of sociology.

• SOCI 305: RESEARCH METHODS

INSTRUCTIONS (READ CAREFULLY): ANSWER QUESTION ONE IN SECTION A, TWO QUESTIONS FROM SECTION B AND ALL QUESTIONS IN SECTION C. IN VIEW OF SECTION C, ALL RESIT CANDIDATES ARE TO ANSWER AN ADDITIONAL QUESTION IN SECTION B. WRITE YOUR RESEARCH GROUP NUMBER OR RESIT (AS APPROPRIATE) ON THE COVER PAGE OF YOUR ANSWER BOOKLET. TIME ALLOWED: TWO AND HALF (2.5) HOURS

Detail Information

File attachment, information.

RECORD DETAIL Back To Previous

Advance Search

Programmes & Qualifications

Cambridge international as & a level psychology (9990).

• Past papers, examiner reports and specimen papers

You can download one or more papers for a previous session. Please note that these papers may not reflect the content of the current syllabus.

Unlock more content

This is only a selection of our papers. Registered Cambridge International Schools can access the full catalogue of teaching and learning materials including papers from 2018 through our School Support Hub .

Past papers

• -->June 2022 Mark Scheme Paper 11 (PDF, 249KB)
• -->June 2022 Mark Scheme Paper 21 (PDF, 236KB)
• -->June 2022 Mark Scheme Paper 31 (PDF, 245KB)
• -->June 2021 Mark Scheme Paper 41 (PDF, 256KB)

Examiner reports

• -->June 2022 Examiner Report (PDF, 6MB)

Specimen papers

• -->2024 Specimen Mark Scheme Paper 1 (PDF, 992KB)
• -->2024 Specimen Mark Scheme Paper 2 (PDF, 1008KB)
• -->2024 Specimen Mark Scheme Paper 3 (PDF, 1MB)
• -->2024 Specimen Mark Scheme Paper 4 (PDF, 1MB)

Stay up to date

Sign up for updates about changes to the syllabuses you teach

• Syllabus overview
• Published resources

The Catholic Univesity of Eastern Africa Digital Repository  > Nairobi City Campus  >

Collections in this community

Recent submissions.

ALCOHOLISM AND ITS IMPACT ON WORK FORCE: A CASE OF KENYA METEOROLOGICAL SERVICE, NAIROBI

Integration to families of origin and the psychosocial adjustment of orphans in Bagamoyo, Tanzania

Father’s Involvement in the Mitigation of Child Sexual Abuse, in Mvita sub-county, Mombasa County

Predictors of Emotional Intelligence among Academic Staff in Selected Universities in Nairobi County, Kenya

Influence of Posttraumatic Growth on Posttraumatic Stress Disorder among Refugees in Nairobi County, Kenya

Correlates of Career Adaptability among Academic Staff in Selected Universities in Nairobi County, Kenya

Quality of Care and Psychological Wellbeing of Differently Abled Children in Embu County Kenya

Trauma of Poverty and its Psychological Impact: A Case of Kenya

Perception of Public Secondary School Students towards Parenting Styles of their Parents: A case of Mwingi Central Sub-County, Kitui County, Kenya

Trauma Coping Strategies for the Catholic Religious Men and Women Survivors of Kidnapping in the Southern Ecclesiastical Provinces of Nigeria

THE EFFECT OF FORGIVENESS ON MARITAL QUALITY IN KENYA: A CASE OF THE CATHOLIC ARCHDIOCESE OF NAIROBI, KENYA

Awareness in Application of Assistive Technology in Educational Instruction: A Psychological Perspective for Basic Education Learners with Visual Impairments

CAC 312 Accounting of Assets

CAC 311 Introduction to Management Accounting

CAC 211 Cost Accounting

SSW 211 Urbanization

SSW 201 Human Relations

SSW 200 Human Rights

SSW 108 Child Development THeory

SSW 107 Child rights and protection

SSW 101 Principles and Methods of Social work

SSW 100 Introduction to Social work Theory

SOS 403 Sociology of Housing and Homelessness

SOS 310 Demography

SSO 308 Criminology

SSO 206_SDS 201_SPO 202 Basic Research Methods

SSO Rural Sociology

SSO 201 Sociology of deviant behaviour

SSO 200 Social structures of East African Societies

SSO 105 The Socialization process

SSO 101 Introduction to sociology

SNT 103 Ethnology of East African Societies

SNT 100 : Introduction to Anthropology

CMT 100: Physics for computer science

ED 804: Theory and Practice in Test Development

ED 801: Curriculum Theory and practice

ED 601: Educational Supervision

ED 528:Psychometric Analysis and Diagnosis

ED 526: Psychology of Learning

ED 525: Human Growth and Development

ED 524: Legal and Fundamental Issues in Education

ED 522: Curriculum Innovation

ED 514: Human Resource Management and Development in Educationt

ED 513: Educational Planning

ED 510: Curriculum Implementation

ED 504: Ethical Issues in Education

ED 404: Educational Administration

ED 403: Educational Planning ad Economics

ED 402: Sociology of Education

ED 401: Guidance and Counseling

ED 302: Comparative in Education and Issues in Education in Africa

ED 301: Philosophy of Education

ED 202: Curriculum Development

Ed 201: Educational Technology and Media

ED 201: Educational Technology and Madia 2

ED 200:Instructional Methods

ED 100: Developmental Psychology

CMD 081: BEHAVIORAL SCIENCE FOR BUSINESS STUDIES

HST 536: GENDER TOPICS IN HISTORY

HST 517: HISTORIOGRAPHY OF AFRICA

HST 515: TOPICS IN GENDER HISTORY

HST 514: THEMES IN LATIN AMERICAN HISTORY

HST 512: THEMES IN MODERN EUROPEAN HISTORY

HST 510: ECONOMIC AND SOCIAL HISTORY OF AFRICA

HST 507: HISTORY OF INTERNATIONAL RELATIONS

HST 502: PHILOSOPHY OF HISTORY

HST 500: METHODS OF HISTORICAL AND SOCIAL SCIENCES RESEARCH

HST 409: ETHNICITY AND CONFLICT IN HISTORY

HST 402: PHILOSOPHY OF HISTORY

HST 401: METHODS OF HISTORICAL RESEARCH

HST 315: GOVERNMENT AND CONSTITUTION OF KENYA

HST 302: COMPARATIVE STUDIES IN NATIONALISM AND IMPERIALISM

HST 301: SOURCES OF AFRICAN HISTORY

HST 206: THEMES IN MODERN EUROPEAN HISTORY

HST 203: THEMES IN EAST AFRICAN HISTORY

HST 201: THEMES IN WORLD HISTORY TO 1500

HST 104: ISSUES IN KENYAN HISTORY SINCE 1895

HST 102: INTRODUCTION TO AFRICAN HISTORY SINCE 1884

HST 101: INTRODUCTION TO AFRICAN HISTORY TO 1884

HIR 203: INTRODUCTION TO AFRICAN INTERNATIONAL RELATIONS

HIR 202: SOCIETY AND INTERNATIONAL HUMANITARIAN LAW

HIR 201: HUMAN RIGHTS IN INTERNATIONAL RELATIONS

HIR 108: REFUGEE STUDIES IN AFRICA

HIR 107: THEORIES AND APPROACHES TO PEACE AND CONFLICT RESOLUTION

HIR 106: INTRODUCTION TO POLITICAL SCIENCE

HIR 104: THEORY AND LAW OF INTERNATIONAL RELATIONS

MGE 538: RESEARCH METHODS IN TOURISM GEOGRAPHY

MGE 534: TOURISM PLANNING AND POLICY

MGE 506: ENVIRONMENTAL MANAGEMENT POLICY AND LAW

MGE 505: APPLIED REMOTE SENSING

MGE 502: APPLIED QUANTITATIVE METHODS IN GEOGRAPHY

GS 104: ENVIRONMENTAL STUDIES

GES 315: PLANNING AND MANAGEMENT OF WETLANDS RESOURCES

GES 313: ENVIRONMENT AND DEVELOPMENT

GES 312: ENVIRONMENTAL MANAGEMENT AND GOVERNANCE

GES 311: ENVIRONMENTAL RESOURCES AND BUSINESS ACCELERATION

GES 310: ATMOSPHERE AND SOIL PROCESSES

GES 216: ECONOMIC GEOGRAPHY

GES 215: MANAGEMENT OF FRESH WATER ENVIRONMENT

GES 213: ENVIRONMENTAL SUSTAINABILITY

GES 212: ENVIRONMENTAL MANAGEMENT FOR BUSINESS

GES 210: PRINCIPLES OF THE EARTH’S ENVIRONMENT

GES 110: INTRODUCTION TO ENVIRONMENTAL MANAGEMENT

GEO 403: REGIONAL PLANNING

GEO 402: GEOGRAPHY OF ARID AND SEMI-ARID LANDS

GEO 401: REMOTE SENSING AND AERIAL PHOTO INTERPRETATION

GEO 322: RECREATIONAL AND TOURISM GEOGRAPHY

GEO 311: RESEARCH METHODS IN GEOGRAPHY

GES 210/ GEO 211: QUANTIATIVE METHODS IN GEOGRAPHY

GEO 210: WATER AND LAND PROCESS

GEO 114: SETTLEMENT GEOGRAPHY

GEO 113: INTRODUCTION TO HUMAN GEOGRAPHY

GEO 111: CARTOGRAPHY AND MAP ANALYSIS

GEO 110: INTRODUCTION TO PHYSICAL GEOGRAPHY

MLT 520: SELECTED TOPICS AND AUTHORS INAFRICAN LITERATURE

MLT 514: AFRICAN POETRY

MLT 508: KENYAN LITERATURE

MLT 507: WOMEN’S LITERATURE AND GENDER

MLT 505: THEORETICAL PERSPECTIVES ON AFRICAN LITERATURE

MLT 503: LITERARY GENRES AND ADAPTATIONS

LIT 401: AFRICAN LITERATURE

LIT 314: CREATIVE WRITING

LIT 301: THEORY OF CHILDREN’S LITERATURE

LIT 300: STYLISTICS AND LITERARY TECHNIQUES

LIT 203: LITERARY LANGUAGE AND SCHOLARLY PRESENTATION

LIT 202: LITERATURE AND CONTEMPORARY WRITING

LIT 106: AFRICAN ORAL LITERATURE

LIT 100: CRITICAL READING AND RESPONSE

SEMINARIO DI ITALIANO I

SEMINARIO DI ITALIANO

GS 101: COMMUNICATION SKILLS AND CRITICAL THINKING

AL-GE 301: GERMAN I

ENG 403: ENGLISH STRUCTURE AND SEMANTICS

ENG 402: ADVANCED THEORETICAL SYNTAX

ENG 401: ADVANCED PHONOLOGY AND MORPHOLOGY

ENG 303: DISCOURSE ANALYSIS

ENG 302: SECOND LANGUAGE LEARNING

ENG 300: RESEARCH METHODS

ENG 300: RESEARCH IN LANGUAGE

ENG 202: PHONETICS AND PHONOLOGY

ENG 200: ORIGINS AND DEVELOPMENT OF ENGLISH

ENG 101: INTRODUCTION TO THE STUDY OF LANGUAGE

December 2018

ALT 501: KEY ISSUES IN APPLIED LINGUISTICS

JPE 405: REFUGEES AND PEACE PROCESSES

JPE 403: HUMAN DEVELOPMENTAL STAGES AND JUSTICE AND PEACE

JPE 313: MANAGEMENT OF CHANGE IN PEACE PROCESSES

JPE 308: ETHICS OF SOCIAL COMMUNICATION

JPE 304: CONFLICT RESOLUTION AND MANAGEMENT IN AFRICA

JPE 302: ACTIVE NON-VIOLENCE AND PEACE

HUMAN RIGHTS FOR JUSTICE AND PEACE SDS HUMAN RIGHTS AND THE COMMON GOOD HUMAN RIGHTS AND EMPOWERMENT

JPE 208: GENDER ISSUES IN PEACE BUILDING

JPE 207: AFRICAN POLITICAL SYSTEMS

JPE 206: LABOUR RELATIONS AND LAW

JPE 202: INTERFAITH DIALOGUE AND PEACE

JPE 111: THE AFRICAN FAMILY AND PEACE

JPE 110: ETHICAL ISSUES AND JUSTICE AND PEACE SDS 404: ETHICAL ISSUES IN DEVELOPMENT

JPE 109: THEOLOGICAL FOUNDATIONS OF JUSTICE AND PEACE

JPE 108: CULTURE AND PEACEBUILDING

JPE 105: PRINCIPLES AND PRACTICE OF LEADERSHIP

JPE 102: THEORIES OF JUSTICE AND PEACE

JPE 101: THE NATURE AND METHODOLOGY OF THE SOCIAL DOCTRINE OF THE CHURCH

GS 100: CHRISTIAN ETHICS

GLE 204: ELECTION OBSERVATION AND MONITORING

GLE 202: ELECTIONS MANAGEMENT AND ADMINISTRATION

GLE 201: CIVIC AND VOTER EDUCATION

GLE 200: CAMPAIGN AND CAMPAIGN MANAGEMENT

GLE 110: TRANSFORMATIONAL DIALOGUE AND PEACEBUILDING

GLE 108: LEADERSHIP AND PUBLIC ADMINISTRATION

GLE 107: COUNTY LEGISLATIVE PROCESSES

JPE 413: MONITORING AND EVALUATION OF PEACE PROGRAMMES

GLE 102: COUNTY ADMINISTRATIVE FRAMEWORK

GLE 100: CONSTITUTION AND CONSTITUTIONALISM

GLE 101: MANAGEMENT OF PUBLIC FINANCE AND RESOURCES

CML 208: DEVELOPMENT IN THE CATHOLIC SOCIAL DOCTRINE

WRITTEN COMPREHENSIVE EXAMINATION

ORAL COMPREHENSIVE EXAMINATION

JC-LE 100: SOCIOLOGY AND LAW

JC-L 310: DELICTS RESERVED TO THE CONGREGATION OF THE DOCTRINE OF THE FAITH

JC-L 309: CANONICAL PENAL PROCESS

JC-L 308: RELATIONSHIP BETWEEN LEGAL SYSTEMS

JC-L 307: ADMINISTRATIVE PRAXIS IN THE MISSIONARY ACTION AND COMPLEMENTARY LAW OF THE EPISCOPAL CONFERENCES

JC-L 215: LATIN IV

JC-L 214: DISSOLUTION OF MARRIAGE

JC-L 213: TEMPORAL GOODS OF THE CHURCH (ORAL EXAMINATION)

JC-L 212: CANON LAW AND MEDICAL ISSUES

JC-L 211: SANCTIONS IN THE CHURCH

JC-L 210: ADMINISTRATIVE PRAXIS AND SPECIAL PROCEDURES

JC-L 209: SANCTIFYING OFFICE II

INSTITUTE OF CONSECRATED LIFE AND SOCIETIES OF APOSTOLIC LIFE

JC-L 207: LATIN III

JC-L 113 / JC-B 116R: LATIN II

JC-L 112: INTRODUCTION TO COMMON AND CIVIL LAW

JC-L 111: PROCESSES I

TEACHING OFFICE OF THE CHURCH (ORAL EXAMINATION)

JC-L 109: THEOLOGY OF CANON LAW

JC-L 108: HIERARCHICAL CONSTITUTION OF THE CHURCH

JC-L 107: GENERAL NORMS II

JC-B 214: ITALIAN II

JC-B 213: ECUMENICAL COUNCILS

JC-B 115: INSTITUTIONS OF CANON LAW 11

BJ-C 312 MARRIAGE AND PROCEDURES

ED 314: MBINU ZA KUFUNDISHIA KISWAHILI

Dairy farming value chains and youth employment creation: a case study of Bio Food products Ltd.

PENSION SCHEMES

MANAGERIAL ECONOMICS

LABOUR ECONOMICS

MANAGERIAL ACCOUNTING

FINANCIAL ACCOUNTING

INTRODUCTION TO FINANCIAL ACCOUNTING

INTRODUCTION TO SOCIOLOGY OF DEVELOPMENT

Environmental studies

Introduction to the bible

Communication skills

Christian ethics

Economics of development

Managerial economics

International economics

Labour economics

Intermediate microeconomics

Introduction macroeconomics

Introduction to micro economics

Management of change

Topics in management

Banking practice and law

Supply chain management

Strategic Management

International business operations

Production/ Operations management

Company law

Business research methods

Management of non profits

Business ethics

Business process re-engineering

Labour laws

Entrepreurship

Managing not for profit organizations

Management of cooperatives

Organizational development

Principles of insurance

Organizational behaviour

Principles of commercial law

Principles of management

Quantitative methods

Business statistics

Introduction to business statistics

Business mathematics

Public relations

Marketing of services

Marketing management

Principles of marketing

Sociology of science and technology

Crime and deviance

Rural sociology and development

Advanced quantitative research methods

Project appraisal techniques

Politics and development

Procurement, contracting and cost management

Procurement, Contracting and cost management

Monitoring and evaluation

Project monitoring and evaluation

Project planning principles and techniques

Research methodology

Project planning and management tools

Project planning management tools

Environmental impact assessment-EA

Environmental impact assessment and audit

Project finance

Entrepreneurship and Innovation

Statistical techniques

Development administration

Topics in human resources management

Global human resource operations

Employee performance and rewards

Career guidance and counseling

E-Human resource

Staff integration and separation

Inustrial relations management

Strategic human resource management

Strategic human resource

Human resources development

Human resource development

Industrial psychology

Employee sourcing

Human resource management

Human resources management

Global human resource management

Human resource training and management development

Industrial and organization psychology

Human resources management and development

Introduction to information technology

Management information systems

Introduction to E-Business

Business systems development and implementation

Information systems for managers

Managerial statistics

Managerial ethics

Management and organizational analysis

Corporate governance and social responsibility

Global strategic management

Managing change for competitive success

Cases in strategic management

Cases of strategic management

Population resource mobilization and development

Development planning policy formulation and governance in Africa

Project management and evaluation

Post conflict reconstruction and development

Urban development

Environment and sustainable development

Rural development

Gender and development

HIV/AIDS and development

Community development

Project planning and management

Development ethics

NGOs and development

Project planning and management 1

Entrepreneurship and microfinance

Strategic planning techniques

Rural and urban planning and management

Principles of economics

Gender issues in development

Mnagement of Information systems

Strategic financial mangement

Real estate finance

International finance

Security analysis

Financial risk management

Public sector project appraisal

Portfolio management

Pension schemes

Pension scheme

Financial institutions and markets

Public finance

Risk management

Corporate finance

Business finance

International and regional cooperation and development

Development theory management

Civil societies and the development process in Africa

Cases in financial management

Advanced security and portifolio management

International finance and derivative securities

Strategic financial management

Financial management

Entrepreneurship and business environment

E-commerce and entrepreneurship

New venture creation and management

Cases in entrepreurship

Managing entrepreneurial growth

Managerial Accounting

Financial accounting

Introduction to management accounting

Cost accounting

Introduction to financial accounting

Basic accounting

Staff integration and seperation

• Catholic University of Easter... (92)
• The Catholic University of Ea... (44)
• The Catholic University of Ea... (7)
• Asatsa, Prof. Stephen (2)
• Asatsa, Stephen (PhD) (2)
• Ndung’u, Dr. Elijah Macharia (2)
• Ndung’u, Elijah Macharia (PhD) (2)
• Ngari, Prof. Stephen Mbugua (2)
• Education (10)
• Strategic management (10)
• Entrepreneurship (9)
• April 2015 (7)
• COMMERCE (6)
• Human resource management (6)
• Business research methods (5)
• Research methodology (5)
• CFI 313 (4)
• CMM 321 (4)

•   Repository Home

Examination Past Papers

By Issue Date Authors Titles Subjects

Search within this community and its collections:

Sub-communities within this community

Faculty of agriculture and environmental studies [1716], faculty of business studies [2969], faculty of education and resource development [3784], faculty of humanities and social sciences [2918], faculty of science, engineering and technology [2312], school of law [39], school of nursing and public health [756], recent submissions, university examinations second year examination for the award of diploma in procurmeent and logistics management , university examinations examination for the award diploma in procurement and logistics management , university examinations examination for the award of diploma in procurement and logistics management , university examinations resit/special examination examination for the award of diploma in procurement and logistics management , university examinations second year examination for the award of diploma in procurement and logistics studies , university examinations chuka & embu examination for the award of diploma in procurement and logistics management , university examinations first year examination for the award of diploma in procurement and lostistics management , university examinations first year examination for the award of diploma in procurement and logistics management , university examinations resit/special examination examination for the award of diploma in business management , university examinations chuka & embu examination for the award of diploma in business management , university examinations resit/special examination examination for the award of diploma in business management, accounting, tourism and hotel management , university examinations chuka/embu examination for the award of diploma in business management , university examinations resit/special examination examination for the award of diploma in business management dibm 0132: principles of macroeconomics , university examinations examination for the award of diploma in procurement and logistics management, diploma in accountancy and diploma in business management , university examinations examination for the award of diploma in accountancy, diploma in procurement and logistics management and diploma in business management , university examinations resit/special examination examination for the award of diploma in procurement and logistics management/ diploma in accountancy and diploma in business management , university examinations examination for the award of diploma in human resource management , university examinations examination for the award of diploma in business management , university examinations chuka/embu examination for the award of diploma in accounting and diploma in tourism and hotel management .

LCS 1202-JUN2019-Research Methods in Agriculture

• G-Space IR Home
• Past Examination Papers
• Faculty of Natural Resources Management & Agriculture Past Examination Papers
• 2019 Examination Papers

Show full item record

Files in this item

This item appears in the following collection(s), search g-space, all of g-space.

• Communities & Collections
• By Issue Date

This Collection

• University home
• For business
• Alumni and supporters
• Our departments
• Visiting us

• Guidance for Candidates
• Specific Provisions for Examinations
• Referred/Deferred Assessment
• Sitting Referred/Deferred Examinations Overseas
• Religious Observance

Past Examination Papers

• Campus Maps

You may access a vast selection of past exam papers from the Online Archive .

Exam papers from the January and May exam periods are automatically uploaded by the Examinations Office. Referred / Deferred papers are never included in this archive collection.

Individual Colleges may also hold hard copies, or web versions of their own papers via ELE (Exeter Learning Environment) .

Please note some Colleges have chosen NOT to make all exam papers available for student use.  If the module you are looking for is not included in the archive then you should contact your College Admin Office.