Understanding the Research Process (DP IB Extended Essay): Revision Note

What is the EE research process?

The inquiry cycle

• The research process is an iterative cycle—a repetitive, non-linear process of asking questions, taking action and reflecting on results

  • Iterative means that the process involves going back and forth between stages rather than following a straight line from start to finish

• This inquiry cycle consists of three overlapping elements: Inquiry (asking questions), Action (researching and doing) and Reflection (evaluating answers and forming new questions)

Phase 1: Exploration and pre-research

• The goal of the exploration stage is to move from a broad topic area to a focused topic that is manageable within the 4,000-word limit

• Students must conduct a preliminary investigation to find out what is already known and to ensure a research idea is viable

  • Preliminary investigation involves skim-reading secondary sources—materials like books, academic journals or articles that interpret facts—to understand a topic without reading too deeply yet

• This stage culminates in forming a Research Question (RQ)—the specific, focused question that directs the entire investigation

  • A strong RQ must be clear, specific, academically appropriate and arguable—meaning it allows for a reasoned debate where different interpretations are possible

Phase 2: Planning and researching

• Once the RQ is established, students must engage in planning by developing a timeline and deciding on suitable research methods

  • Research methods are the specific tools and procedures, such as surveys or experiments, used to collect and analyse data

• During the researching stage, students gather data and information to answer the question

  • Researching involves balancing primary research (gathering original data first-hand) with secondary research (analysing existing data collected by others)

• Note-making is an essential practice during this phase to track findings and distinguish between direct quotations, paraphrasing and the student's own ideas

Phase 3: Developing arguments and writing

• The final phase involves developing arguments and writing the essay

  • Developing arguments is a process of drafting a claim, planning the reasoning, gathering evidence and refining the position

• Students must ensure the essay is analytical rather than descriptive

  • Analytical writing explores "why", "how" and "so what" by breaking a topic into essential parts

  • Descriptive writing only provides the background context, such as "who", "what", "where" and "when"

• A clear line of argument should be constructed to link the question, findings and conclusion

  • A line of argument is a logical "thread" of reasoning that helps the reader follow the student's position through the evidence

The role of the Researcher's Reflection Space (RRS)

• The Researcher's Reflection Space (RRS) is a personal journal or digital tool used to record thoughts, mind maps and research progress

• Students should use the RRS to track key research decisions along the way as this supports Criterion E

  • Criterion E (reflection) assesses the student's evaluation of their learning experience and personal growth

• Keeping an ongoing record of decisions throughout the process will support your final reflective statement

• Referencing specific moments or entries from the RRS during mandatory reflection sessions can strengthen the final reflective statement

  • A reflective statement is a 500-word piece written on the Reflection and Progress Form (RPF) after the final interview

• The RRS is strongly recommended and is a personal space and is not submitted.