Data collection (WJEC Eduqas GCSE Geography B): Revision Note

Specification links

The notes on this page cover part 1.2 of Component 3 of the WJEC Eduqas B specification – How is evidence collected?

• Design fieldwork data collection sheets.

• Select specific locations at which data can be collected.

• Establish control groups.

• Justify sample size and sampling technique and coverage to include sampling using random, systematic, opportunistic and stratified techniques.

• Use fieldwork equipment to obtain accurate and reliable results (for example, the use of a clinometer or quadrats).

• Collect data using quantitative and qualitative techniques.

• Quantitative techniques should include those that measure:

  • flow (for example, discharge, infiltration, traffic)

  • scale (for example, river width, pebble size, gradient)

  • spatial pattern (for example, retail land use, sediment sorting)

  • temporal change (for example, temperature, rainfall, pressure).

• Qualitative techniques should include the use of questionnaires, bi-polar techniques and annotation of photos/sketches.

• Use secondary sources of evidence to include satellite images, aerial and oblique photographs, large databases (for example, National Statistics) and GIS (for example, Environment Agency).

Data collection

Health and safety during fieldwork

• Carry out a risk assessment on the area you have chosen

• Identify any hazards and ways they can be dealt with

  • Dress appropriately to stay warm and dry. If strong sun is forecast, bring and wear sunscreen and a hat

  • Contact details – always have a contact/meeting point, an emergency contact number and your school's telephone number

  • Check the weather forecast for the area

  • Make sure all mobile phones are fully charged with emergency numbers already uploaded and on speed dial, if possible

  • Have designated rendezvous points and emergency contacts

• River work 

  • Do not push people or otherwise mess about in the water

  • Take extreme care near riverbanks, especially where the ground is steep or wet

  • Wear suitable footwear at all times

  • Do not swim in the water 

• Coastal fieldwork

  • Check high and low tide times

  • Use dedicated footpaths to access the beach

  • Don’t climb on groynes or sea defence structures

  • Do not handle beach litter; wear gloves when picking up pebbles

  • Stay at least one metre away from the tide line and keep an eye on the waves

  • Do not enter the sea under any circumstances

  • Stay in pairs/threes and maintain visual contact with a member of staff at all times

• Town centre

  • Ensure that you have the contact numbers for staff and that they have your mobile phone number too

  • Ensure your mobile phone is charged and in credit

  • Use the map in your pack to familiarise yourself with the area

  • Stay with your group at all times – no one should be on their own at any time

  • Keep valuables concealed – digital cameras are brought at your own risk

  • Only question people you are comfortable talking to and who are happy to help you

  • Avoid asking the same person as another group working in the same area

  • Use the pedestrian crossing where possible

• Equipment

  • Check that all equipment is working and that you have enough for each student/group and some spares 

  • Make sure you know how to use specific equipment and/or any recording sheets provided

  • Ensure you practice using the equipment in a safe environment before taking it out in the field

  • Where laptops and smartphones are to be used and internet access is needed, check that this is possible

  • If apps are to be used, make sure these are downloaded onto each piece of equipment

Data collection

• Data collected by the students within their fieldwork is primary data

• Examples of primary data can include:

  • Questionnaire data

  • Data from rivers, such as their width and depth, can also be considered primary data.

  • Video/audio recordings

  • Photographs

  • Interview information 

• Data collected by someone else but used by the student in their enquiry is secondary data

• Examples of secondary data can include:

  • Census results

  • Weather data 

  • Old photographs

  • Maps

  • Newspaper articles

  • Websites

Primary data

• Strengths of primary data include:

  • The data is reliable and valid if collected correctly

  • The data is specific to the enquiry

  • As much data as needed can be collected

  • The method of the collection is known

  • It is up-to-date

• Limitations of primary data include:

  • It is time-consuming to collect

  • Specialist equipment/resources may be required

  • The sample size needs to be large to be accurate

Secondary data

• Strengths of secondary data include:

  • It can be easy to access

  • It may be low-cost or free

  • Can be accessed quickly

  • A large number of data sources are available

• Limitations of secondary data include:

  • It is not specific to the enquiry

  • No control over the data quality

  • Data may be biased

  • Data may be out of date

Quantitative data

• Data which records quantities is quantitative data

• Examples of quantitative data are:

  • Numerical data collected in questionnaires

  • Traffic counts

  • Environmental quality surveys

  • River data – velocity, discharge

  • Weather data

Qualitative data

• Data which records descriptive information is qualitative data

• Examples of qualitative data:

  • Field sketches and photographs

  • Non-numeric questionnaire data

  • Interview answers

Questionnaires and interviews

• When collecting data via questionnaires or interviews, several questioning types can be used:

  • Closed questions where answers are limited to single words, numbers or a list of options

  • Statements employ a scale to measure individuals' opinions. For example, strongly agree/agree 

  • Open questions where the respondent can give any answer

• Questionnaires can be used to gather a large sample of data

• Interviews are more in-depth and tend to be used to gather a smaller data sample

Environmental quality surveys

• These are used to collect data about the environmental quality of different sites

• They use the judgement of the person conducting the survey to assess environmental quality against a range of indicators

  • Using a sliding scale (1-5) or bipolar scale (-3 to 3)

  • Usually, the lower the score, the more negative the assessment of the environmental quality

• They are subjective because they are based on the opinion of the person completing them

• This can be reduced by:

  • Completing in small groups to reach a consensus regarding the score

  • Using the mode of EQS completed by several students

• They produce quantitative data