One of the most confusing experiences for IB students is receiving a low or mid-range grade on an IA despite doing what they believe was “good research.” They may have used credible sources, collected detailed data, and spent significant time gathering information — yet the final mark does not reflect that effort.

This happens because IB IAs are not assessed on research quality alone.

Research Is Expected, Not Rewarded

In IB coursework, good research is a baseline expectation. Examiners assume that students will:

• Use appropriate sources
• Collect relevant data
• Follow basic academic conventions

While poor research can limit marks, good research on its own does not earn high marks. What matters is how research is used.

Research Without Analysis Is Descriptive

Many IAs with strong research still score low because the research is presented rather than analysed.

Common issues include:

• Summarising sources instead of interpreting them
• Presenting findings without explaining significance
• Reporting data without linking it to the research question

This turns the IA into an information report rather than an investigation.

Examiners Mark Thinking, Not Finding

IB examiners are assessing students’ thinking. They want to see:

• Interpretation of evidence
• Reasoned arguments
• Justified conclusions

Research only becomes valuable when it supports these skills. Evidence that is not analysed contributes little to final marks.

Too Much Research Can Weaken Focus

Students often believe that including more research strengthens credibility. In reality, excessive research can:

• Dilute focus
• Overwhelm analysis
• Make conclusions vague

A smaller amount of well-analysed research is far more effective than large volumes of loosely connected information.

Good Research Does Not Guarantee Evaluation

Evaluation depends on having something specific to judge. When research is broad or unfocused:

• Limitations become generic
• Judgments lack precision
• Conclusions repeat findings

Strong evaluation grows out of focused, analytical use of research.

Why Students Rely on Research

Students often rely heavily on research because:

• It feels objective and safe
• It is rewarded in other assessments
• Analysis feels subjective or risky

However, IB coursework is designed to reward judgment and reasoning, not just information gathering.

Turning Research Into Marks

High-scoring IAs treat research as a tool. Students:

• Select research strategically
• Use it to support specific analytical points
• Explain why it matters for the investigation

Research is always followed by interpretation.

Research Quality vs Research Use

A useful distinction is this:

• Research quality = where information comes from
• Research use = how information is applied

Examiners care far more about the second than the first.

Why This Happens Across All IB Subjects

This issue appears in:

• Sciences (results reported, not analysed)
• Humanities (sources summarised, not evaluated)
• Languages and arts (texts quoted, not interpreted)

The underlying issue is the same: research replaces thinking.

Using a Clear Coursework Framework

Many students struggle because they don’t know how to move from research to analysis. A structured coursework framework helps students:

• Integrate research into arguments
• Avoid over-researching
• Build analysis and evaluation from evidence

If you’re working on any IB IA or the Extended Essay, following a clear coursework system can help you turn good research into strong marks.

You can find a step-by-step guide to using research effectively in IB coursework here:
👉 https://www.revisiondojo.com/coursework-guide

Final Thoughts

Good research is necessary in an IB IA — but it is not enough. Examiners reward interpretation, focus, and judgment far more than information gathering. When students stop treating research as the final product and start using it as a tool for analysis, IA grades improve significantly.