Iterative Refinement: The cycle is designed to be repeated. If the evaluation stage reveals flaws or new questions, the investigator returns to the planning stage to refine the hypothesis or methodology.
Representativeness: For results to be valid, the sample collected must be a true reflection of the entire population. This is achieved through random sampling and avoiding leading questions.
Contextual Analysis: Statistics are meaningless without context. Interpretation must always link the numerical findings back to the real-world scenario defined in the hypothesis.
| Concept | Description | Example |
|---|---|---|
| Primary Data | Data collected first-hand by the investigator for a specific purpose. | Conducting a survey in a classroom. |
| Secondary Data | Data that already exists, collected by someone else previously. | Using census data from a government website. |
| Discrete Data | Quantitative data that can only take specific, distinct values. | Number of students in a room. |
| Continuous Data | Quantitative data that can take any value within a range. | The height of a plant measured in cm. |
Identify the Stage: Exam questions often describe a task (like drawing a bar chart) and ask which stage of the cycle it belongs to. Always associate visualization and calculation with the Processing stage.
Critique the Hypothesis: Ensure a hypothesis is a statement, not a question. For example, "Tall people are faster" is a hypothesis; "Are tall people faster?" is a research question.
Check for Bias: When evaluating a collection method, look for factors that exclude certain groups. If a survey about commuting is only done at a train station, it ignores people who drive or cycle.
Reliability Check: Always mention that a larger sample size generally increases the reliability of the conclusions and reduces the impact of anomalies.
Confusing Interpretation with Processing: Processing is the act of creating the chart or calculating the mean; Interpretation is explaining what that mean means in relation to the hypothesis.
Ignoring Anomalies: Students often discard unusual data points without comment. In the evaluation stage, you must identify these and discuss how they might have affected the results.
Assuming Correlation is Causation: Just because two variables show a relationship in the interpretation stage doesn't mean one causes the other. Always be cautious with the language used in conclusions.