How to get 3/3 marks every time in your AQA hypothesis questions!
Are you tired of getting 1/3 or 2/3 marks on hypothesis questions? Frustrated when you write what seems like a perfect hypothesis but the examiner only gives you partial credit? This is the place for you.
Hypotheses are a common feature of AQA A-Level Psychology Paper 2 (Research Methods) and appear in both short-answer and application questions. The difference between students who consistently get 3/3 marks and those who get 1/3 comes down to knowing exactly what examiners want.
This guide reveals the specific techniques and formulas that will guarantee you full marks every single time – with operationalised examples straight from mark schemes.
AQA Specification Requirements
This comes directly from the specification, which requires students to:
- “Understand the differences between null and alternative hypotheses”
- “Be able to write hypotheses (directional and non-directional)”
- “Understand when to use each type of hypothesis based on prior research”
1. What is a Hypothesis?
A hypothesis is a testable prediction linking the independent variable (IV) — the factor manipulated — with the dependent variable (DV) — the behaviour measured.
After analysing mark schemes, examiners consistently reward:
- Correct hypothesis type (null, directional, non-directional)
- Clear use of the word “significant” (never just “difference”)
- Operationalised variables (stated in measurable terms, e.g., “recall out of 20 words” rather than just “memory”)
2. Types of Hypothesis
a) Null Hypothesis (Hâ‚€)
Predicts no effect or relationship.
OR
“There will be no significant correlation between [Variable 1] and [Variable 2].”
There will be no significant difference in recall scores (out of 20 words) between participants who revise with background music and those who revise in silence.
There will be no significant correlation between time spent on social media per day (in minutes) and self-esteem ratings (on a 1–10 scale).
b) Directional (One-Tailed) Hypothesis
Predicts the exact direction of the effect.
Used if previous research strongly suggests an outcome.
Participants who sleep 8 hours will correctly recall significantly more words (out of 30) on a memory test than participants who sleep 4 hours.
c) Non-Directional (Two-Tailed) Hypothesis
Predicts a difference, but does not state which way it will go.
Used if there is no clear prior research, or findings are mixed.
There will be a significant difference in reaction times (measured in milliseconds) between participants tested at 9 am and those tested at 9 pm.
d) Correlation Hypotheses
For studies looking at relationships rather than differences.
Directional: “There will be a significant positive/negative correlation between [Variable 1] and [Variable 2].”
Non-Directional: “There will be a significant correlation between [Variable 1] and [Variable 2].”
There will be a significant positive correlation between participants’ map-reading scores (out of 20) and their driving performance ratings (out of 10).
There will be a significant correlation between daily screen time (in hours) and exam performance scores (percentage out of 100).
3. The Critical Importance of Operationalisation
Why Operationalisation Matters
AQA mark schemes consistently penalise vague hypotheses. A hypothesis without operationalised variables typically receives 1/3 marks, while a fully operationalised hypothesis secures 3/3 marks.
Operationalisation means defining your variables in precise, measurable terms. Instead of saying “memory,” specify “number of words recalled out of 20.” Instead of “performance,” state “reaction time measured in milliseconds.”
Poor (1/3 marks)
“There will be a difference in memory between the two groups.”
Vague – what type of memory? How measured?
Excellent (3/3 marks)
“There will be a significant difference in word recall scores (out of 20) between participants in the music condition and those in the silence condition.”
Operationalised – clear measurement and conditions.
How to Operationalise Variables
- Scores: “out of X” or “percentage out of 100”
- Time: “measured in seconds/milliseconds/minutes”
- Ratings: “on a 1-10 scale” or “using the Beck Depression Inventory”
- Frequency: “number of times per day/week”
- Categories: “classified as introvert/extrovert using Eysenck’s questionnaire”
4. Formula to Remember
Master Template
- Use “difference” for experiments with groups/conditions
- Use “relationship” or “correlation” for associations
- Always include “significant”
- Always operationalise the IV and DV (scores out of, time in seconds, rating scales, etc.)
5. Exam Pointers
- Justify directional vs non-directional: If prior research is clear, use directional. If not, use non-directional.
- Default to non-directional if unsure — it’s safe and creditworthy.
- Never be vague: “better” or “worse” is not enough; specify how much better or on what measure.
- Correlation vs difference: Check if the study compares groups (use “difference”) or measures association (use “correlation”).
6. Quick-Reference Table
| Type of Hypothesis | Definition | Formula | Exam-Ready Example |
|---|---|---|---|
| Null | Predicts no difference/relationship | “There will be no significant difference/relationship in [DV] between [conditions].” | There will be no significant difference in test scores (out of 50) between students taught using flashcards and those taught using mind maps. |
| Directional | Predicts effect + direction. Used if prior research supports it. | “Participants in [Condition A] will score significantly higher/lower/faster on [DV] than those in [Condition B].” | Participants given caffeine will complete a reaction-time task significantly faster (in seconds) than those given water. |
| Non-Directional | Predicts effect, no direction. Used if prior research is unclear. | “There will be a significant difference in [DV] between [Condition A] and [Condition B].” | There will be a significant difference in stress ratings (out of 10) between students tested before exams and students tested after exams. |
| Correlation (Directional) | Predicts type of relationship | “There will be a significant positive/negative correlation between [Var1] and [Var2].” | There will be a significant positive correlation between hours spent revising per week and percentage score on the exam. |
| Correlation (Non-Directional) | Predicts relationship but not type | “There will be a significant correlation between [Var1] and [Var2].” | There will be a significant correlation between hours spent on social media and wellbeing ratings (out of 50). |
7. Practice Scenarios
Identify which type of hypothesis would be most appropriate for each scenario. Click the cards to reveal answers!
Scenario 1: (Example)
A researcher wants to test if there’s a difference in concentration levels between students who drink coffee and those who don’t, but previous research shows mixed results.
Answer: NON-DIRECTIONAL
“There will be a significant difference in concentration scores (out of 50) between students who drink coffee and those who do not drink coffee.”
Reason: Mixed previous research suggests we shouldn’t predict direction.
Scenario 2:
A researcher investigates whether there’s a relationship between hours of sleep and academic performance. Extensive research shows that more sleep improves performance.
Scenario 3:
A researcher believes background music affects reading comprehension but isn’t sure whether it helps or hinders. Previous research is inconclusive. What type of research hypothesis should they use?
Scenario 4:
Previous studies consistently show that group therapy is more effective than individual therapy for treating anxiety. A researcher wants to test this.
Scenario 5:
A researcher wants to investigate if there’s any relationship between personality type and social media usage, but no clear research exists on this topic.
Scenario 6:
Dr Smith believes aromatherapy will improve students’ exam performance. Write the NULL hypothesis for her study.
Key Takeaways for AQA Exams
- State the correct hypothesis type
- Use the word “significant”
- Operationalise the variables with numbers, scales, or times
- Null hypothesis = no effect (regardless of researcher’s belief)
Remember: If you follow the formula and always make the IV and DV measurable, you’ll avoid vague answers and guarantee the marks.