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Educational research suggests that the process of creating and solving statistical problems which interact with real
data is best accomplished when the following four steps are followed:
1. Plan (Ask a question): formulate a statistical question that can be answered with data. A good deal of time should
be given to this step as it is the most important step in the process.
2. Collect (Produce Data): design and implement a plan to collect appropriate data. Data can be collected through
numerous methods, such as observations, interviews, questionnaires, databases, samplings or experimentation.
3. Process (Analyze the Data): organize and summarize the data by graphical or numerical methods. Graph numerical
data using histograms, dot plots, and/or box plots, and analyze the strengths and weaknesses.
4. Discuss (Interpret the Results): interpret your finding from the analysis of the data, in the context of the original
problem. Give an interpretation of how the data answers your original questions.
Statistical bias happens when "favoritism" in the data collection process (or the reporting process) occurs, resulting in
misleading results.
When dealing with data, it is possible that different statistical studies, concerning the same issue, can arrive at very
different results.
For example, one study shows that students who reviewed for the SAT
examination for five or more hours, scored in the top 10% of the students
taking the test in the spring of 2013. A second study, also relating to the spring
of 2013, showed that reviewing for the SAT examination did not result in
scores in the top 10% .
How is this possible? Shouldn't statistics always arrive at the same results
concerning the same issue? Not necessarily.
Statistics can be influenced by a multitude of factors. In the case of the SAT examination, it may be the case that the
populations used in the studies were different. It may have been the case that the students participating in the first
study were all honor students, whereas the students in the second study were students of varying ability levels.
The manner in which statistics are reported may accidentally (or intentionally) support a specific
desired result. For example, a drug company publishes in a magazine a study that found positive
results from the use of their knee-joint supplement, but does not publish a study that found
negative, or even dangerous, results from use of the same supplement. Consumer beware!
Due to these influencing factors, it is important to understand how to avoid bias situations when using statistical data
in your research, as well as how to recognize research which may be exhibiting bias.
Here are a few of the questions to ask yourself when dealing with data:
Statistics analyze data to discover the truth. The truth, however, may be based upon the context of the data, the size of
the sample, and the conditions under which the data were collected and reported. It is best to be skeptical (or at least,
keep an open mind) when using and reading statistical data.
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