Syllabus Edition

First teaching 2025

First exams 2027

Answering SAQs - Paper 3: Question 1 (HL Only) (DP IB Psychology): Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Raj Bonsor

Updated on

Paper 3 - question 1

  • Paper 3 consists of three compulsory SAQs based on a claim and research sources

    • Question 1 is worth 3 marks

    • Questions 2 and 3 are worth 6 marks each

      • The SAQs are worth a total of 15 marks

  • The examiners are looking for:

    • how well you interpret quantitative and qualitative data

Research methods in Paper 3

  • Research methods are assessed throughout Paper 3

  • The exam includes:

    • Source 1: usually a graph or table, used only for Question 1

    • A source booklet: 3–5 short research summaries (quantitative and qualitative)

  • The question could relate to any of the HL extension topics:

    • Culture

    • Motivation

    • Technology

  • The question will also be linked to one of the contexts:

    • Health & wellbeing

    • Human development

    • Human relationships

    • Learning & cognition

Example Question 1

  • Explain one issue that limits the interpretation of the information shown in source 1 [3 marks]

How to approach Question 1

  • Identify what the data shows (brief interpretation)

  • Explain one clear limitation of the data in terms of research methods or validity

  • Link the limitation to why the graph/chart may not fully support a strong conclusion

Example limitation points:

  • The graph may not show cause and effect (correlation does not equal causation)

  • The data may be based on a small or unrepresentative sample

  • The chart may lack qualitative detail, meaning we don’t know the reasons behind the numbers

  • The data may be too simplistic, missing important variables

Worked Example

Here is an example of a Paper 3 source and a 3-mark SAQ using technology (HL extension) in the Health & Wellbeing context:

Source 1:

Bar graph comparing self-efficacy scores for VRET and VRET plus deep breathing over five time periods, with VRET plus DB generally higher.

A graph to show the effectiveness of VRET and VRET + Deep Breathing (DB) on self-efficacy

 

Q1. Explain one limitation linked to the interpretation of the data in this source.

[3 marks]

Model answer:

Self-efficacy was measured on a scale of 0-10 (see the y-axis). This is a limitation, as self-efficacy is a subjective variable (it means different things to different people) so it may defy quantitative measurement.

or

The x-axis does not indicate how much time has passed between each measurement, which means that it is not possible to form a meaningful conclusion about the long-term effects of VRET compared to VRET + DB.

Guidance

  • Use only the information provided by the graph/chart: do not 'invent' data or make assumptions as to what may be behind the data, e.g., what the VRET consisted of or your own opinions on VRET generally

  • Do not write too much – there are only 3 marks available for this question and you need time to complete the higher-value questions on this paper

  • The question is asking for one limitation so don't provide two or more, as you will not be rewarded for this

  • The question is asking for what limits interpretation of the data so don't waste time/marks by stating any advantages/strengths

Worked Example

Here is an example of a Paper 3 source and a 3-mark SAQ using culture (HL extension) in the Health & Wellbeing context:

Source 1:

Pie chart showing MDD percentages in 6 US states for 2022: California 27%, Maine 21%, New Jersey 16%, Ohio 15%, Texas 12%, Alaska 9%.

Q1. Explain one limitation linked to the interpretation of the data in this source.

[3 marks]

Model answer:

The graph in the source shows which states have a high prevalence of MDD but, taken alone as bare statistics, it suggests no reasons for these prevalence rates, i.e., it lacks explanatory power as to cultural differences within the USA as a whole.

or

The data may have been gathered using a range of methods (some of which may not have been well controlled), which means that there could be issues with the consistency of data gathering. This means that it may lack reliability.

or

MDD may be reported and/or diagnosed more in some states (e.g., California) than others (e.g., Alaska), which means that the graph may not represent the true figures for the prevalence of MDD across US states. This means it may lack validity.

Guidance:

  • Use only the information provided by the graph/chart: do not 'invent' data or make assumptions as to what may be behind the data; e.g., the highest rates of MDD are shown to be in California that does not 'prove' that MDD is higher there, simply that has been reported more frequently there than other states

  • Do not write too much – there are only 3 marks available for this question and you need time to complete the higher-value questions on this paper

  • The question is asking for one limitation so don't provide two or more, as you will not be rewarded for this

  • The question is asking for what limits interpretation of the data so don't waste time/marks by stating any advantages/strengths

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Raj Bonsor

Reviewer: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.