Syllabus: OCR - GCSE Business
Module: 2. Marketing
Lesson: 2.2 Market Research

Introduction

Market research sits at the core of informed business decision-making, and in OCR’s GCSE Business (J204), it forms part of Unit 2: Marketing. This section (2.2) introduces students to the purpose, methods, and application of market research, preparing them to interpret data and make reasoned business decisions.

Aligned with the GCSE (9–1) specification, this topic builds key analytical and evaluative skills. Students are expected to understand both qualitative and quantitative research and apply it to real business contexts. Teaching this well means students don’t just memorise definitions — they learn to think like a business owner, using research to minimise risk and seize opportunity.

Key Concepts

The OCR specification identifies the following learning points under 2.2 Market Research:

• Purpose of market research: Understanding customers’ needs, identifying market trends, reducing risk in decision-making, and informing product development.

• Primary research (field research): Methods such as surveys, questionnaires, interviews, and focus groups — with attention to their benefits and limitations.

• Secondary research (desk research): Use of existing data sources like market reports, websites, and internal sales data — again, with pros and cons.

• Data types: Knowing the difference between qualitative (opinions, motivations) and quantitative (numerical, measurable) data.

• Interpretation of research findings: Drawing conclusions to inform business choices, including sampling methods and accuracy of results.

Students must not only describe these elements but also evaluate their suitability in different scenarios.

Real-World Relevance

Market research is a daily reality for every business that takes its customers seriously. Think about how Greggs trials new products in select locations before a national launch. Or how Netflix uses viewer data to decide which shows get renewed.

Closer to students’ lives, consider how fast fashion brands like ASOS or Primark adapt designs based on TikTok trend tracking — a real-time form of secondary research. These examples bring the topic to life and help students see research as a tool, not a theory.

You can also reference how independent businesses — from local cafés to online Etsy sellers — use simple polls or Instagram insights to learn what their customers want next.

How It’s Assessed

In OCR GCSE Business, students are assessed using a mix of question types that often blend knowledge recall with real-world application:

• Short-answer questions: e.g. “State one method of primary research.”

• Data-response: Students might be given a short case study with a set of data and asked to analyse or interpret the findings.

• Explain and Analyse: Using command words like “Explain” (define and contextualise) and “Analyse” (develop logical chains of reasoning).

• Evaluate: Often worth the most marks, these questions require students to weigh up pros and cons and provide a supported judgement.

Command words are critical. Teaching students to unpack terms like “evaluate” versus “explain” is essential to success.

Enterprise Skills Integration

This topic is a perfect fit for active learning. Through practical tasks, students develop skills they can use beyond the classroom:

• Critical thinking: Choosing between research methods based on context.

• Decision-making: Justifying business decisions using evidence.

• Numeracy and interpretation: Reading charts, percentages, and sales data.

• Communication: Presenting findings from their own mini market research.

Enterprise Skills’ simulations and digital tools reinforce these abilities by allowing students to run fictional businesses and make decisions based on customer feedback and sales data. It’s the difference between telling them about market research and letting them do it.

Careers Links

Understanding market research links directly to multiple Gatsby Benchmarks:

• Benchmark 4: Linking curriculum to careers — by exploring how research drives business performance.

• Benchmark 5: Encounters with employers and employees — easily met via guest speakers or virtual interactions with marketers or product managers.

• Benchmark 6: Experiences of workplaces — simulations or project-based work can replicate workplace decision-making.

Career pathways include:

• Market research analyst

• Marketing assistant or executive

• Product development officer

• Business development roles

• Data analyst (with a commercial focus)

The topic also nurtures transferable skills that apply to apprenticeships, sixth form pathways, or further study in business, media, and social sciences.

Teaching Notes

Tips for delivery:

• Start with a real product launch (like the Apple Vision Pro or a Greggs vegan sausage roll) and ask: “How did they know people wanted this?”

• Get students to design and run a mini survey — then critique their own method and results.

• Use Enterprise Skills’ business simulations to run a scenario where poor research leads to bad outcomes. Then rerun it using smarter data.

Common pitfalls:

• Students often confuse primary and secondary research, or assume primary is always better. Push them to evaluate, not just define.

• Misinterpreting data or treating sample sizes as unimportant. Build in lessons on bias and reliability.

• Weak evaluation — encourage students to justify which method is best and why, in specific contexts.

Extension ideas:

• Set a challenge where students must advise a fictional start-up on what research to carry out and why.

• Use past OCR exam questions for practice — especially those with unseen data or case studies.

Differentiation:

• Provide sentence starters or writing frames for lower-attaining students.

• Encourage high-attainers to compare methods critically or design multi-stage research strategies.