ESS IA Surveys and Secondary Data: Planning for SL & HL

21 Nov ESS IA Surveys and Secondary Data: Planning for SL & HL

Reviewed 4 October 2026 · Current ESS SL and HL course, first assessment 2026.

ESS IA surveys and secondary data can support a focused investigation when the evidence answers your research question. A questionnaire is useful for some societal questions; an existing dataset can support an environmental comparison or trend. Neither approach is automatically easier or guarantees higher marks.

ESS IA surveys and secondary data: choose evidence first

The current SL and HL individual report has a maximum of 3,000 words and is assessed out of 30 marks. The IA contributes 25% at SL and 20% at HL. Check the official IB ESS guide with your teacher and our current IA guide for the criteria.

Your starting point should be an environmental issue and a focused question. Then decide whether a survey, secondary data or another method can provide suitable evidence. A list of interesting subjects is not yet a research plan.

Using a survey: what are you measuring?

Surveys can investigate reported attitudes, perceptions, knowledge or behaviours. Define the population and the measure clearly. A respondent’s stated willingness to recycle is not a direct measurement of recycling, waste reduction or environmental impact.

Planning example: How does support for a specified school food-waste policy differ between two defined student groups at a named school? This needs refinement around access, group definitions, relevant context and a consistent measure of support. It is an original planning illustration, not an assessed exemplar.

• Pilot neutral, understandable questions before wider collection.
• Choose a sampling approach and explain who may be missed.
• Justify a feasible sample in relation to the comparison and anticipated variation. There is no universal minimum that guarantees reliability or marks.
• Follow your school’s requirements for consent and privacy; avoid collecting unnecessary identifying details.
• Plan how responses will be coded and analysed before collecting them. Ranked categories should not automatically be treated as equal numerical intervals.

Footprint calculators can provide estimates based on reported information and model assumptions. If you use one, explain those assumptions, the source and limitations; an estimated footprint is not a direct measurement of a person’s emissions.

Using secondary data: check comparability

Existing records can be useful when their coverage, definitions and quality match your question. You still need a clear selection procedure, your own processing and analysis, and accurate source attribution. Copying a published graph or conclusion is not a substitute for an investigation.

Planning example: How has mean annual temperature changed at one specified French weather station over a defined period? Before committing, check access to the records, units, missing years, station changes and whether the series is suitable for comparison. Choose the period after inspecting availability, rather than promising an analysis of inaccessible data.

Another direction: compare a defined fisheries measure over time using consistent records. Separate capture fisheries from aquaculture and distinguish production from an ecological outcome. A rise in production alone does not establish the sustainability of a fishery.

1. Identify the original provider and inspect a sample of the data.
2. Check the variables, units, geographic coverage and dates.
3. Document missing values, changing definitions and selection decisions.
4. Choose graphs and calculations that answer the question.
5. Evaluate what the records can establish and what remains uncertain.

Counts of threatened species also require context: assessment effort, categories and coverage can differ. Do not interpret a simple country ranking as proof that one country manages biodiversity better than another.

Strategy and perspectives in the current ESS IA

Research an existing or developing strategy that addresses an issue central to your investigation. Explain a tension between relevant perspectives and how it affects environmental or societal outcomes. A school waste policy, for example, may involve waste-reduction goals alongside concerns about convenience or cost; investigate the actual context instead of inventing opinions.

Strategy is a separate criterion. Evaluating the survey or dataset still requires discussion of specific weaknesses, their effects and realistic improvements. The official IB course update explains the revised emphasis on perspectives.

Refine your plan in an ESS IA lesson

Bring your proposed question, draft survey or a sample of your dataset to Marija Maletz. Individual ESS IA guidance can help you check feasibility, understand methods and decide your next step. Your investigation, analysis and writing remain your own.

Read how to choose an ESS IA topic for an initial checklist, or compare ESS IA planning examples before choosing your approach.

Need help applying this to your ESS work?

Explore online IB ESS tutoring for SL and HL with Marija Maletz or request a free 20-minute trial. Bring your level, the question or topic you find difficult, and your availability.