Choosing and planning research: selecting a current economic issue and setting a focused aim or hypothesis, distinguishing primary and secondary research and qualitative and quantitative data, sampling, and planning a programme of research with timescales.

What this key area is asking

The SQA's third area of study, Researching an Economic Issue, is a taught research-skills area, not just the project itself. The course description is explicit: you "plan and record a programme of research relating to a current economic issue" and "detail the research methods you will use and the likely timescales involved". This dot point covers the front end of that process: choosing a researchable issue, setting a focused aim, distinguishing primary and secondary research and qualitative and quantitative data, sampling, and planning the work. These skills are assessed directly in the project (Component 2, 40 marks).

Choosing a current economic issue

The investigation starts with a good issue. A suitable issue is:

• Current and economic: a live question that economic theory and data can address.
• Focused: narrow enough to investigate in depth within the time and word limit, not "the whole economy".
• Rich enough: it allows analysis using economic theory (demand and supply, market failure, policy) and evidence.
• Data-rich: enough primary and secondary data must be accessible.
• Answerable: a conclusion can realistically be reached.

Good examples: the effect of a sugar tax on consumption, the impact of a minimum-wage rise on a sector, the economic effects of a local development, or the costs and benefits of a trade policy. Overly broad or data-poor topics are unsuitable.

Setting a focused aim or hypothesis

The aim is the spine of the whole project; the marking rewards investigations with a clear aim carried through to a supported conclusion.

Primary and secondary research

Each has strengths and weaknesses:

• Primary data is tailored to the aim and up to date, but is costly, time-consuming and usually small-scale.
• Secondary data is cheaper, quicker and often large-scale and authoritative, but was collected for another purpose and may not fit the aim exactly.

A strong investigation usually combines both, using secondary data for context and scale and primary data for direct, tailored evidence.

Quantitative and qualitative data

• Quantitative data is numerical (prices, quantities, percentages, index numbers), suited to calculation, charts and statistical comparison.
• Qualitative data is descriptive (opinions, reasons, case studies), suited to explaining motives and context.

Good research uses both: numbers to measure, words to explain.

Sampling

When primary data is collected from a population, sampling chooses who or what to study:

• Random sampling: every member has an equal chance, reducing bias but needing a full list.
• Stratified sampling: the sample mirrors the proportions of key sub-groups (age, region), improving representativeness.
• Convenience (quota) sampling: the easiest available respondents, quick but prone to bias.

A larger, more representative sample gives more reliable results; the project should acknowledge the limits of its sample.

Planning the research

Planning keeps the investigation focused and feasible, ensures the data needed is actually obtainable in time, and is part of what the SQA assesses, since the course requires you to detail your methods and likely timescales.

Worked example: from topic to research plan

Why this matters

The research-skills area is the foundation of the project, worth a third of the marks, and the SQA assesses planning and method explicitly. Choosing a focused, data-rich issue and setting a clear aim are the decisions that make or break a project: a sharp aim with accessible primary and secondary data leads to a well-evidenced, conclusive report, while a vague or data-poor topic cannot be carried through. These are also transferable research skills valued in degree-level study.

Try this

Q1. Give one strength and one weakness of using secondary data in a project. [2 marks]

• Cue. Strength: it is cheaper, quicker and often large-scale and authoritative. Weakness: it was collected for another purpose, so it may not fit the aim exactly and may be out of date.

Q2. Explain why a project aim should be specific rather than a broad topic. [2 marks]

• Cue. A specific, researchable aim guides what evidence to gather and keeps the investigation focused enough to analyse in depth and reach a supported conclusion within the limit; a broad topic cannot be investigated thoroughly.