Who does a sociologist study, and how must they treat them?
Sampling methods (random, systematic, stratified, quota, snowball) and the ethical issues in research (informed consent, confidentiality, avoiding harm, deception and privacy).
A focused answer to the Eduqas GCSE Sociology research methods topic, covering sampling methods (random, systematic, stratified, quota and snowball) and the ethical issues researchers must respect.
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What this dot point is asking
Eduqas wants you to know the main sampling methods sociologists use to choose who to study, and the ethical issues they must respect when researching people. Both are core methods knowledge, tested by short describe questions and by longer explain questions, and both feed into the applied enquiry on Component 2.
Samples and sampling frames
Sampling matters because sociologists usually cannot study everyone, so they study a sample and generalise. The quality of the sample decides whether that generalisation is safe, which is why the method of choosing it is so important.
Sampling methods
The methods differ in how representative they are. Random and stratified sampling aim for representativeness so findings can be generalised; snowball sampling is less representative but may be the only way to reach hidden groups (such as criminals or drug users). The choice depends on the population and the practical situation.
Ethical issues
Because sociologists study real people, they must follow ethical rules to protect participants:
- Informed consent: participants should agree to take part knowing what the research involves.
- Avoiding harm: the research must not cause physical or psychological harm.
- Confidentiality and privacy: personal data should be kept private and identities protected, often through anonymity.
- Avoiding deception: participants should not be misled, which is why covert observation (studying people without telling them) is ethically controversial.
- Right to withdraw: participants should be free to stop taking part at any time.
Ethics can clash with the research: covert observation may give valid data but breaks the rules on consent and deception, so the sociologist must weigh the value of the research against the duty to protect participants. A strong answer shows this tension rather than just listing the rules.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20192 marksDescribe what is meant by a sample.Show worked answer →
A two-mark describe item: define the term with a brief example.
A sample is the smaller group, selected from the larger target population, that a sociologist actually studies, for example 200 pupils chosen to represent all the pupils in a school.
Markers reward an accurate definition (a smaller group chosen to represent the population). A brief example strengthens it.
Eduqas 20228 marksExplain the ethical issues a sociologist must consider when carrying out research.Show worked answer →
An eight-mark explain item: three developed ethical issues, no formal evaluation needed.
First, informed consent: participants should agree to take part knowing what the research involves, so they are not used without permission. Second, avoiding harm: the research must not cause physical or psychological harm to participants. Third, confidentiality and privacy: personal information should be kept private and participants' identities protected, often through anonymity.
A fourth point strengthens the answer: deception should be avoided, which is why covert observation is ethically controversial, and participants should be free to withdraw. Markers reward three or more developed ethical issues, each clearly explained, ideally with a link to a method such as covert observation.
Related dot points
- The research process, including aims, hypotheses, the choice between positivist and interpretivist approaches, and the practical, ethical and theoretical factors that shape method choice.
A focused answer to the Eduqas GCSE Sociology research methods topic, covering the research process: aims and hypotheses, positivist and interpretivist approaches, and the practical, ethical and theoretical factors behind method choice.
- Primary research methods, including questionnaires, structured and unstructured interviews, participant and non-participant observation, and experiments, with their strengths and weaknesses.
A focused answer to the Eduqas GCSE Sociology research methods topic, covering the main primary methods (questionnaires, interviews, observation and experiments) and the strengths and weaknesses of each, with a worked response-rate calculation.
- Secondary sources, including official statistics, documents and the media, with their strengths and weaknesses, and the difference between quantitative and qualitative secondary data.
A focused answer to the Eduqas GCSE Sociology research methods topic, covering secondary sources (official statistics, documents and the media), the quantitative and qualitative distinction, and their strengths and weaknesses.
- The key evaluative concepts of reliability, validity, representativeness and objectivity, and the difference between quantitative and qualitative data.
A focused answer to the Eduqas GCSE Sociology research methods topic, covering the evaluative concepts of reliability, validity, representativeness and objectivity, and the quantitative versus qualitative distinction.
- Applied methods of sociological enquiry, including designing research for a topic, justifying the choice of method, and evaluating methods in context, as assessed on Component 2.
A focused answer to the Eduqas GCSE Sociology applied methods topic, covering how to design research for a given topic, justify a method choice and evaluate methods in context, as assessed on Component 2.
Sources & how we know this
- Eduqas GCSE Sociology (C200) specification — WJEC Eduqas (2017)