Psychology
Investigation skills handbook
2015/103081v2
Copyright
© School Curriculum and Standards Authority, 2016
This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial
purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the
Authority’s moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the
School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the
Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons AttributionNonCommercial 3.0 Australia licence
Disclaimer
Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to
support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the course.
2
Psychology: Investigation skills handbook
Handout 1
Helpful hints on how to write up an investigation
Below are some hints that may help you write investigation reports in Psychology.
Overall
 Write in the third person i.e. do not use I, you or we. Use terms like ‘the researcher’, ‘the participant’ or ‘it’.
 Write in the past tense, e.g. for example: it was hypothesised, the researcher collected the data, and the
results showed.
Introduction
 Be careful to write an aim and hypothesis that clearly tells your reader why you are doing this study and what
you think will happen.
 An hypothesis can be tricky to write.
Make sure to include the participants, the variables being measured in a correlational study and the IV and DV
in an experimental study, and the predicted outcome.
There is often a comparison between two groups, e.g. in an experimental study, the group that received the IV
and the group that did not.
An example: It was hypothesised that the Year 11 psychology students who ate chocolate everyday would get
better results on their end of semester exam than the Year 11 psychology students who did not eat chocolate
everyday.
Method
 The procedure section should be written in a brief and clear way.
It should be written like a recipe that anyone can follow to copy your exact investigation.
Write it in paragraph format; do not use steps (e.g. Step 1, Step 2, Step 3).
Results
 Make sure your tables and/or graphs are titled and labelled correctly.
 Remember line graphs and histograms can only be used for continuous data.
 Make sure you describe the data by using your findings (i.e. %, means). Do not explain what it means as that
is what the discussion section is for.
Discussion
 You can only support or reject your hypothesis; never prove or disprove.
 Variables are things that might happen that could affect your results. They are problems with your
investigation (i.e. not enough participants, unbalanced groups) or outside issues (i.e. the level of schooling or
cultural background of the participants).
 Generalisations explain whether the results of your study can be applied to others. Small numbers of
participants and the characteristics of your participants will impact on your ability to do this.
 Your conclusion should link your hypothesis and your findings together.
Psychology: Investigation skills handbook
3
Handout 2
Investigation 1: Flow chart
Examining student beliefs about psychologists
INTRODUCTION
Aim
The aim of this investigation was to:
Hypothesis (used in experimental studies)
It is hypothesised that:
Participants (How many? How many males and females? Age range? How were they selected?)
The participants in this investigation were:
RESULTS
METHOD
Materials
The materials used in this investigation were:
Procedure (What happened? Write in a way that anyone could replicate your study—not in steps [i.e. Step 1])
The procedure used in this investigation was:
Results
Table 1. (Write in title)
Draw in table and label. Use summarised data (i.e. %, not raw data)
Draw graph if appropriate
(Write a summary of results using data. Do not explain the data, just report it as it is)
The results of this study show:
DISCUSSION
Possible variables (List two possible variables that may have impacted on the results of this investigation)
Some possible variables that may have impacted on the results of this study are:
Interpret the data, explain the findings and relate them to past research.
Generalisations (Can the results be generalised from sample to the wider population? Why/why not?)
Discuss any ethical issues and make suggestions about how the investigation could be improved and suggest ideas for
future research.
Conclusions
The results show that the hypothesis for this investigation is supported/rejected (circle). It can be concluded that:
4
Psychology: Investigation skills handbook
Handout 3
Investigation: [Title]
Name: ____________________________ Date: _________
PLEASE ATTACH YOUR ABSTRACT TO THIS POSTER ON A SEPARATE SHEET OF PAPER
INTRODUCTION
RESULTS:
General background information/theories:
Table and/or graph:
Past studies/research:
Aim:
Hypothesis: (if experimental study):
Independent variable(s):
Descriptive summary of the results (data):
Dependent variable(s):
METHOD
DISCUSSION
Participants:
Interpretation and explanation of the results (data):
Support or reject hypothesis:
Materials:
Identify extraneous variables and how they might impact
on the results:
Procedure:
Conclusion:
Psychology: Investigation skills handbook
5
Handout 4
Investigation: [Name of investigation]
REPORT
Abstract
Use the space below for planning purposes
INTRODUCTION
6
Psychology: Investigation skills handbook
METHOD
Participants
Materials
Procedure
RESULTS
Psychology: Investigation skills handbook
7
DISCUSSION
REFERENCES
8
Psychology: Investigation skills handbook
Handout 5
Helpful hints on how to write an abstract
Below are some hints that may help you in writing abstracts to accompany investigative reports in Psychology.

An abstract is an overview of an investigative report, which allows the reader to have a sneak peek at what
the investigation was about without reading the entire report.
You can think of it as the shortened version of your full report.

An abstract should be written in paragraphs (no dot points) and should be approximately 100 to 200 words in
length.

An abstract should include the following pieces of information:

What was the aim of your investigation?

What was the hypothesis for your experimental investigation? (Make sure that it is the same hypothesis
as is used throughout your report)

Explain the main features of your method: number of participants, the experimental groups, how
variables will be measured and how the data was collected

State your results: describe the data rather than explain it

What conclusion/s can be drawn? (Make sure the information is the same as what you included in the
discussion section)

The abstract is the first section of a formal report, but it is much easier to write this section last, after you
have written the rest of your report.
You can cut and paste from the body of your report to form the abstract.
Write the subheading ‘Abstract’ and make sure you leave space for it.

Your abstract should be written in the third person and in past tense, like the rest of your investigative report.

Make sure that your abstract is clear and concise. It should be easy for the reader to read to understand your
study.
Psychology: Investigation skills handbook
9
Handout 6
Helpful hints on how to write an introduction
Below are some hints that may help you in writing introductions for investigative reports in Psychology.
The writing of an introduction can be illustrated using a funnel diagram. You begin with the most general
information and end with the specific.
Start with some
general/background
information.
(This is the most general
part of the Introduction.)
INTRODUCTION
Mention the aim of your
study. (This is becoming
quite specific.)
Relate the general
information to past
studies that have
investigated the same
topic/s you are
investigating.
Finally mention the
hypotheses of your study, and
the independent and
dependent variables. (This is
the most specific part.)

The introduction gives the background of the investigation. It includes:
 definitions of relevant terms
 summary of relevant theory
 summary and results of relevant previous research.

At the end of your introduction, you need to include:
 aim
 hypothesis
 independent variable
 dependent variable.

The introduction is written in paragraphs. Do not use subheadings in the introduction.

The only time you refer to your study in the introduction is in the aim and the hypothesis.

The introduction is written in past tense and the third person, like the rest of your report.

This section should be at least ½–1 page in length (about 200–350 words).
10
Psychology: Investigation skills handbook
Handout 7
Hints on how to reference and cite other material
Below are some hints that may help you in writing introductions for investigative reports in Psychology.
In Psychology, we reference studies and ideas that have helped shape or influence our own thoughts when
writing the introduction to an investigative study according to APA (American Psychological Association)
standards.
Here is a quick guideline on referencing APA style.
If you refer to another person’s ideas or a study in the body of your work, i.e. in the Introduction, you can cite
them in two ways.


Previous research has shown that people favour chocolate ice-cream over other flavours (Fitzgerald, 2007)
OR
Fitzgerald (2007) suggested that people prefer chocolate flavoured ice-cream more than other flavours.
If you use a quote in the body of your report, you cite it in the following ways.


In her study, Fitzgerald (2007, p.18) noted that participants felt that ‘colourful sprinkles added to the taste
and appeal of ice-cream’.
OR
An added aspect of the research suggested that ‘colourful sprinkles added to the taste and appeal of
ice-cream’ (Fitzgerald, 2007, p.18).
In the reference section at the end of your report/essay, you must provide an alphabetical list of the citations that
you’ve referred. The most common reference you will use will be for authored books – see below.
Authored book:
 Grivas, J., Down, R., & Carter, L. (1999). Psychology VCE Units 3&4 (2nd Ed.). Melbourne: MacMillan Education.
(Author’s surname, given initials. (Publication year). Title – underlined OR italicised. Place of Publication:
Publisher.)

Jacks, J. (2002). The life and times of Nostradamus. Retrieved October 2 2005,
www.mysteries.net.nostradamus/pph.html
Useful website for referencing:
http://www.jcu.edu.au/office/tld/writingskills/reference/
Psychology: Investigation skills handbook
11
Investigation report
<Title of the investigation>
Abstract (100–200 words)
This section overviews the investigation by providing the aim, hypothesis, main features of the method, summary
of results and conclusion/s.
See Handout 5
Introduction (200–350 words)
See Handout 6
Method (200–250 words)
Participants
The following is mentioned:
 number of participants
 age range of participants
 gender break down of participants
 selection process.
Materials
Gives details of the materials used in the investigation.
Procedure
The following is mentioned/included:
 allocation of participant numbers to ensure anonymity of individual data
 how the data will be collected, collated and presented.
Results (150–200 words)
The following is included:
 table and graph with appropriate title and labelling
 organised data is referred to when summarising (in a concise paragraph) what the findings show
 findings are not analysed in this section.
Discussion (250–350 words)
The following should be included:
 identifies whether the hypothesis was supported or rejected by the findings and explains why – is there a
relationship between the two variables, what is it’s direction and strength likely to be?
 links the class data to the findings from past research or theories and explains how these ideas support this
research
 explains any patterns in the findings (unusual or otherwise) – why they may have occurred
 describes at least two uncontrolled variables that might have affected the results
 highlights possible improvements that could be made to this study and directions for future research
 describes relevant ethical issues, e.g. informed consent, confidentiality, voluntary participation, debriefing
 explains if this study can be generalised to others, e.g. the general population – why or why not?
 provides a conclusion that ties the hypothesis and results together.
References
Provides, in APA format, an alphabetical list of any references used in the body of the report.
12
Psychology: Investigation skills handbook
Psychology Investigation marking key
ABSTRACT
Criteria
Ability to clearly summarise the
investigation in the abstract
USE OF
SCIENTIFIC
LANGUAG
E
Description
 Clear and concise summary of the main aspects of the
investigation in correct order
 Includes main points of the investigation
 Some details missing from parts of the abstract
 Provides succinct and detailed information about the theory
behind the investigation
 Identifies broad aspects of theory
 Identifies limited aspects of theory
Mark
Allocation
3
2
1
 Provides succinct and detailed information about research
 Identifies and communicates some research
2
1
Evidence of clear understanding of
aim
 Succinctly writes a specific aim
 Provides a general aim
2
1
Evidence of clear understanding of
an hypothesis
 Writes research question/prediction as a hypothesis that follows
on logically from the aim
 Poses a research question/prediction
2
Clearly identifies and explains the
participants used
 Participants described in sufficient detail to be replicated
 Insufficient details about the participants
2
1
Clearly identifies and explains
materials used
 Materials described in sufficient detail to be replicated
 Insufficient details about the materials
2
1
Clearly identifies and explains the
procedures.
 Describes procedures in sufficient detail to be replicated
 Insufficient details in the explanation of the procedures
2
1
3
Appropriate organisation of data
 Data organised into an appropriate, correctly labelled form e.g.
tables, graphs etc
 Data organised into an appropriate form but labelling is missing
or incorrect
 Organises data but does not use the most appropriate format
Appropriate summary of data
 Accurate and complete description of the data
 Accurate but limited description of the data
2
1
 Draws accurate conclusions from the data that relate to the
hypothesis/research question
 Draws accurate conclusions from some of the data that relate to
the hypothesis/research question but analysis lacks depth
 Limited, general discussion of the results
 Discussion of up to 4 points related to: extraneous variables,
methodological flaws, ethical issues and suggestions for
improvement
 Accurately discusses relevance of results to the population from
which the sample was drawn (1), and to theory or other
research referred to in the introduction (1)
 Accurately discusses relevance of results to some parts of the
introduction
3
Accurate and thorough analysis
and explanation of the data
Evaluation of findings
Contribution to science and/or
society
References
 Accurate use of APA citation and referencing
 Attempts to use APA citation and referencing
Appendices
 Appends all relevant items
 Appends some relevant items
Use of appropriate scientific report
language
 Consistently uses appropriate scientific language, including the
use of 3rd person
 Mainly uses appropriate scientific language, including the use of
3rd person
 Attempts to use appropriate scientific language, including the
use of 3rd person
Allocated
Mark
2
1
3
Ability to identify and communicate
past research behind the
investigation
REFERENC
ING
and
APPENDIC
ES
DISCUSSION AND
EVALUATION
RESULTS
DATA
COLLECTION
METHOD
INTRODUCTION
Ability to identify and communicate
the theory behind the investigation
Student:__________________ Date:_________
1
2
1
2
1
1-4
2-3
1
2
1
2
1
3
2
1
40
/40
Comments
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Psychology: Investigation skills handbook
13
References
The following references provide a summary of basic research methods for students of Psychology.
Texts
Burton, L. J. (2007) An interactive approach to writing essays and research reports in psychology (2nd
ed.) QLD: Wiley & Sons.
Grivas, J. & Carter, L. (2005) Psychology VCE Units 1 & 2 (4th ed.) Ch 2, Ch 6. QLD: John Wiley & Sons
Australia, Ltd.
Grivas, J. et al (2004) Psychology VCE Units 3 & 4 (3rd ed.) Ch 1. QLD: John Wiley & Sons Australia,
Ltd.
Kendall, K. (2007). Jumpstart: Units 3 & 4 VCE Psychology (pp20-50). Vic: Thomson/Nelson.
Website
 Psychology resources website:
www.det.wa.edu.au/education/cmis/eval/curriculum/courses/psychology/index.htm
 James Cook University website:
www.jcu.edu.au/studying/services/studyskills/reference/
Software
PsychNow! Interactive experiences in psychology. Version 2.0. (2004). Thomson Wadsworth.
(Covers aspects of research methods and critical thinking as well as some content from the 10 course
content organisers)
Weiten, W. (2008) Psyk.Trek 3.0: A multimedia introduction to psychology.
(Covers aspects of research and statistics as well as some content from the ten course content
organisers)
14
Psychology: Investigation skills handbook