What the Research Study / Project is:
The project (Research Study) is worth 20% of the total Economics grade.
It is based on a brief issued annually by the SEC. Students choose one topic from that brief, then decide on an individual line of inquiry under that topic.
Students must do research (desk / field), select reliable sources (qualitative & quantitative), apply economics theory, analyse and evaluate data, draw conclusions, and reflect on what they learned.
You need to produce a Research Study Report using the digital completion booklet, by a set deadline (Term 1, 6th year), under teacher supervision. It must be your own work, authenticated.
Marking Criteria: What Differentiates a Top Grade
What does “high level of achievement” mean in the marking scheme (i.e. what you need to aim for if you want H1/O1)? The guidelines say such a report typically:
- shows thorough engagement with the topic; is purposeful and clear.
- is sufficiently detailed so that there is concrete evidence of your knowledge and understanding. But more than just repeating facts: you need insights and learning gained.
- research, select, organise, process data/information from a variety of sources very judiciously for relevance and reliability.
- apply economic concepts / models / theories accurately to the data; manipulate quantitative data correctly (if used).
- present informed conclusions that are clearly based on evidence.
- reflect: how your thinking changed; skills you developed; how topic relates to your life; how your opinions or behaviour may have been influenced.
- good communication and presentation; coherence of report. (Clear structure, good layout, labelling, graphs / tables properly used, etc.)
What to Avoid (things that prevent you getting top marks)
- Weak or vague line of inquiry: too general or irrelevant.
- Poor choice of sources: unreliable / too similar / only one type (all secondary or only qualitative).
- Incorrect or superficial application of theory: using economics terms without really integrating them, or misusing them.
- Data mistakes: bad calculations; graphs / tables without analysis; just inserting them but not explaining what they show.
- Weak conclusions: not clearly connected to your inquiry or to data; speculation not backed by evidence.
- Minimal reflection: “I learned X” but no detail; no evidence of deeper thinking.
- Poor structure / presentation: confusing layout; graphs unlabeled; spelling / grammar issues; report not polished.
Practical Steps to Hit Top Grade
Here’s how to plan your work so you satisfy every box in the high-achievement description. If you do all this well, you’ll likely get a H1/O1 for the Research Study portion.
Pick something specific, interesting to you, but directly linked to the SEC brief: Discuss with your teacher early to ensure it’s manageable and relevant. If too broad, you’ll struggle to go deep. If too narrow, hard to find data. Aim for something in-between. Also pick something that allows you to gather both quantitative and qualitative data.
Gathering sources: Use multiple secondary sources (books, gov’t reports, reputable websites, economic journals). If possible, do primary research (surveys, interviews, observation) to add original data. Check for bias; assess reliability. A major difference is in quality of sources. A well-chosen small number of very good sources beats a big number of mediocre ones. When using internet sources, ensure they’re credible (govt, universities, recognised organisations).
Applying economic theory / concepts Know which models, concepts, theories map to your topic: Use them explicitly — define them, apply them to your data. Use diagrams if relevant. Don’t just say “this shows supply & demand” — explain which part of supply & demand (shifts, curves, etc.), tie to your data. A diagram with correct labels & explanation adds marks.
Analysing / evaluating data: For quantitative data, show correct processing: percentages, averages, charts/graphs etc. For qualitative: compare viewpoints, note limitations, counterarguments. Evaluate the strengths and weaknesses of your sources & data. E.g. “This survey has small sample, possible bias” shows insight. Also compare different sources: maybe one says A, another says B — why? Which do you trust more and why?
Drawing conclusions: Base them directly on the evidence you collected. Avoid over-generalisation. Relate them back to your original inquiry. Also, say what remains uncertain or what could be further studied. Try to show nuance. Good conclusions often acknowledge limitations. That shows maturity of thought.
Reflection: This is more than “I learned a lot”. Reflect on your research process: what worked well, what didn’t; how your understanding changed; how your attitudes or possible actions might be affected. If you can relate it to your own experience, or to local / personal context, that helps. Also reflect on skills: time-management, data skills, critical thinking.
Structure & presentation: Follow the required format (Introduction, Research Process, Conclusions, Reflection). Use clear headings, logical flow. Include graphs / tables as needed; label them. Use proper referencing of sources. Good spelling & grammar. Word-limit: stay under or within acceptable bounds. A clean polished report gives confidence to examiner. Mistakes in grammar or sloppy layout distract from content; examiners may mark down. Graphs that are poorly labelled or without explanation can lose a lot. Also, if you exceed word-limit greatly, might get penalised / less coherent.
What Examiners Look For: The “Tick-Boxes”
To get a top grade, ensure your report hits all or almost all of these “tick-boxes”:
1. Strong, clear line of inquiry — formulated as an economic question / issue. ✅
2. Well-chosen sources — at least two reliable sources; both qualitative & quantitative if possible; acknowledge all sources. ✅
3. Correct economic concepts / theories — used where appropriate; defined and applied. ✅
4. Accurate data handling — graphs, tables; calculations correct; interpretation. ✅
5. Evaluation & critical thinking — assessing reliability, weighing evidence, considering counterarguments or limitations. ✅
6. Conclusions — clearly tied back to inquiry, evidence-based, not speculative. ✅
7. Reflection — on your learning, about thinking, about process. ✅
8. Presentation & coherence — logically organised; good writing; referencing; neat layout; correct labels; within word-limit. ✅
What the “Top Grade” Looks Like in Past Advice
From StudyClix and other student-advice sources:
Use the maximum number of graphs allowed, analyse them, compare them. The visuals help, but only if you analyse them.
Make sure you tick every box in the marking scheme. Often students lose marks from missing one or two criteria.
Plan timeline carefully so you can refine / revise. Don’t leave everything to the deadline. Revision allows you to polish language, fix errors.
Risks and Trade-Offs
Be realistic: doing everything at a top level takes time and effort. Some trade-offs:
If you try to do ambitious primary research but the sample ends up too small or biased, it may hurt more than helping.
Polishing presentation is good, but content, analysis and conclusions are more heavily weighted. Don’t spend all your time on layout while analysis is weak.
Time management: it’s better to do a few things well than many things poorly.
This podcast has some more useful advice.