2(a) Explain the strengths and weaknesses of the research outlined in Source 3. Main Annotations Table C Use this table to give marks for each candidate response. Evaluate research into current global issues (AO1) Level Description 7–8 4 Consistently evaluative Reasoned explanation of a wide range…

Global Perspectives · May / June 2025 · Paper 12 · Question 2

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2(a)[8]
Explain the strengths and weaknesses of the research outlined in Source 3.
Main Annotations
Table C
Use this table to give marks for each candidate response.
Evaluate research into current global issues (AO1) Level
Description
7–8 4
Consistently evaluative
Reasoned explanation of a wide range of
evaluative points, including both strengths and
weaknesses.
Explanations are credible and clearly related to the research.
5–6 3
Mainly evaluative
Reasoned explanation of a range of evaluative
points.
Explanations are mostly credible and related to the research.
3–4 2
Partly evaluative
A range of evaluative points that are mostly
descriptive with little explanation.
Explanations may lack some credibility and are
implicitly related to the research.
1–2 1
Limited evaluation
A limited range of evaluative points without
explanation; the research or topic in the source is
only described.
Evaluative points are asserted and/or not credible
and/or not related to the research.
0
No creditable response
0 Indicative content
Candidates may identify the following strengths and weaknesses of the research.
Strengths:
Background research from a well-known/reliable/trustworthy organisation (UNICEF) has informed the research purpose and question Clear, focused research question that guides the research and keeps it on track
Observation method is relevant to the research question and will gather appropriate evidence (primary)
Data (primary) is measurable and can be analysed to answer the question factually/statistically in a systematic way
Recorded results that are likely to be accurate
Real life evidence gathered in the field that is likely to be valid evidence
Other relevant response
Weaknesses:
Small sample size that may not be representative/not enough data to generalise
Unrepresentative sample – only three teachers in one school/from two subjects so results may not reflect other places/subjects
Observation based on school subjects that are often linked to males therefore may be biased/untypical
Presence in classroom of researcher may change behaviour of teacher and/or students leading to false/inaccurate results
Potential bias/selective perception due to gender of the researcher
Past research not referenced or cited so cannot be verified/checked
The research is dated 1987 and may be out-of-date and therefore not relevant/inaccurate as the situation has changed
Other relevant response
‘Schools often discriminate against girls.’
2(b)[8]
Explain how this claim could be tested. You should consider the research methods and evidence that could be used.
Main Annotations
Table D
Use this table to give marks for each candidate response.
Design research into current global issues (AO1) Level
Description
7–8 4
An appropriate and fully justified research design
Reasoned explanation of a wide range of methods and evidence.
Explanations are credible and explicitly related to
testing the claim/purpose of the research.
5–6 3
An appropriate and justified research design
Reasoned explanation of a range of methods and
evidence.
Explanations are mostly credible and related to
testing the claim/purpose of the research.
3–4 2
A partly justified research design
A range of methods and/or evidence that are
mostly descriptive with little explanation.
Explanations lack some credibility and/or are
implicitly related to testing the claim/purpose of the research.
1–2 1
Limited research design
A limited range of methods and/or evidence without explanation; the research or topics is only
described.
Methods and evidence are not credible and/or not related to testing the claim/purpose of the research. 0
No creditable response
0 Indicative content
Candidates may discuss the following ways to test the claim stated in Source 3.
Methods:
Interviews with experts that have ability to know/relevant information about the issue
Interviews with teachers; students; parents; headteachers who have direct experience of the issue and provide personal testimony/first hand data
Observation of different sexes in schools to gather first-hand evidence in the field
Review of relevant secondary sources/literature/research/documents to provide background information/context
Internet and media search to provide background information/context
Questionnaires and surveys to gather quantitative data from a large representative sample
Case studies of people or different types of school to provide in- depth/detailed information
Other relevant response
Evidence:
Statistics/information on educational achievement and outcomes
Individual testimony or personal experience
Material from pressure groups/charities/governments/international organisations concerned about education and gender inequality
Primary and secondary research data and information
Quantitative and qualitative research data and information
Other relevant response.
Which argument is more convincing, Fleur’s or Dion’s?

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