What data can sociologists use that already exists?
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.
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What this dot point is asking
Eduqas wants you to know what secondary sources are, the main types (official statistics, documents and the media), the difference between quantitative and qualitative secondary data, and the strengths and weaknesses of each. Official statistics in particular are a common focus, and they link directly to the data on crime in Component 2.
What secondary sources are
Using secondary sources lets a sociologist study things that would be impossible to research first-hand, such as the past, or trends across the whole population, and it is usually far cheaper and quicker than collecting new data.
Official statistics
Crime statistics are the classic example of the problem: they miss unreported and undetected crime (the dark figure of crime), so they may measure how crime is recorded rather than how much really happens. This is why interpretivists argue official statistics are social constructions that reflect the decisions of the people who compile them, not simply objective facts.
Documents and the media
Documents include personal sources (letters, diaries, photographs) and public ones (reports, records, official files). They can give rich, qualitative, valid insight into people's lives and the past, which interpretivists value, but they may be unrepresentative, biased or hard to check for accuracy. The media (newspapers, broadcasts and online content) can be analysed to study how issues are represented, but media sources may be biased or designed to entertain rather than inform.
When using any document or media source, sociologists assess it for authenticity (is it genuine?), credibility (is it believable?), representativeness (is it typical?) and meaning (what does it really show?). A strong answer weighs these qualities rather than treating a source as simply true.
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 secondary data.Show worked answer →
A two-mark describe item: define the term with an example.
Secondary data is data that already exists, collected by someone other than the researcher, such as official statistics, government reports, newspapers or diaries.
Markers reward an accurate definition (data not collected first-hand by the researcher) plus an example. Contrast it with primary data, which the researcher collects themselves.
Eduqas 20228 marksExplain the strengths and weaknesses of using official statistics in sociological research.Show worked answer →
An eight-mark explain item: developed strengths and weaknesses, no formal evaluation needed.
Strengths: official statistics (such as crime, health or education figures) are cheap and quick to use, cover very large numbers, are collected regularly so trends can be tracked over time, and are often seen as reliable, which positivists value. Weaknesses: they may not measure exactly what the sociologist wants, the way they are collected and defined can distort them (for example, crime statistics miss unreported crime, the dark figure), and they can be politically influenced.
A further point strengthens the answer: interpretivists argue statistics are social constructions that reflect the decisions of the people who compile them, not simply objective facts. Markers reward developed strengths and weaknesses tied to methods concepts such as reliability and validity.
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.
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- Sampling methods (random, systematic, stratified, quota, snowball) and the ethical issues in research (informed consent, confidentiality, avoiding harm, deception and privacy).
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- The key evaluative concepts of reliability, validity, representativeness and objectivity, and the difference between quantitative and qualitative data.
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- The data on crime, including official statistics, victim surveys and self-report studies, the dark figure of crime, and the strengths and weaknesses of each source.
A focused answer to the Eduqas GCSE Sociology crime topic, covering how crime is measured: official statistics, victim surveys and self-report studies, the dark figure of crime, and the strengths and weaknesses of each.
Sources & how we know this
- Eduqas GCSE Sociology (C200) specification — WJEC Eduqas (2017)