📚 Year 8 WJEC Statistics: Report Writing Framework & Sample Paper | Year 8 WJEC 统计：报告写作框架与范文
Writing a statistical report is a key skill in the WJEC Year 8 course. It allows you to present data clearly, explain your findings and show how you reached a conclusion. This article provides a complete framework and a full sample paper so you can see exactly how to structure your own investigation.
撰写统计报告是 WJEC Year 8 课程中的一项关键技能。它让你能够清晰地展示数据、解释发现，并展示你是如何得出结论的。本文提供一个完整的写作框架和一篇完整范文，让你清楚地知道如何组织自己的调查。
1. Understanding the Statistics Report | 理解统计报告
A statistics report follows a logical sequence. You start with a question, design a method, collect and present data, analyse it using calculations, draw a conclusion and finally evaluate your work. Each part has a specific purpose, and writing in the correct order helps the reader follow your thinking.
一份统计报告遵循逻辑顺序。你从一个问题开始，设计方法，收集并展示数据，通过计算进行分析，得出结论，最后评价你的工作。每个部分都有特定的目的，按正确的顺序撰写有助于读者跟上你的思路。
The core sections are: Introduction (including hypothesis), Method, Results (tables and charts), Analysis (statistics), Conclusion and Evaluation. Keeping to this structure will meet WJEC exam requirements and make your project much clearer.
核心部分包括：引言（含假设）、方法、结果（表格和图表）、分析（统计量）、结论和评价。遵循这一结构将满足 WJEC 考试要求，并使你的项目更加清晰。
2. Choosing a Topic and Hypothesis | 选择主题与假设
Select a topic that is simple to measure and relevant to people around you. Examples for Year 8 include screen time, hours of sleep, number of steps walked, time spent on homework or favourite fruit. Make sure you can collect at least 30 pieces of data to draw meaningful conclusions.
选择一个容易测量且与你周围人群相关的主题。Year 8 的例子包括屏幕时间、睡眠时长、步行步数、作业用时或最爱的水果。确保你能收集至少 30 个数据，以得出有意义的结论。
Your hypothesis should be a clear statement you can test. For instance: ‘Year 8 students spend more than 3 hours per day on screens on average.’ Avoid vague phrases like ‘a lot’ or ‘some’. A strong hypothesis gives your report direction.
你的假设应当是一个明确的、可以检验的陈述。例如：‘Year 8 学生平均每天屏幕使用时间超过 3 小时。’ 避免‘很多’或‘一些’这类模糊说法。有力的假设能为你的报告指明方向。
3. Planning Data Collection | 规划数据收集
Decide how you will gather data. A questionnaire is often the easiest tool. Design 1–2 simple, closed questions so answers are numbers or categories. For example: ‘How many hours of screen time did you have yesterday?’ with tick boxes: Less than 1, 1–2, 2–3, 3–4, 4+.
决定如何收集数据。问卷通常是最简单的工具。设计 1–2 个简单、封闭式的问题，使答案是数字或分类。例如：‘你昨天有多长时间对着屏幕？’ 并附勾选框：少于 1 小时、1–2、2–3、3–4、4 小时以上。
Plan your sample. It could be your class, a year group or a random selection from the school. Record exactly how many people you asked and any conditions (e.g. ‘all answers were collected on a Tuesday’). Keeping sample details helps later in the evaluation.
规划你的样本。可以是你的班级、一个年级组或从全校随机选取。准确记录你询问的人数及任何条件（例如‘所有回答在周二收集’）。保留样本细节有助于后续的评价。
4. Organising Raw Data | 组织原始数据
Once you have the raw data, create a frequency table. This groups the information so patterns begin to appear. A tidy table is easier to work with than a long list of individual answers. Always give your table a title and label each column clearly.
一旦获得原始数据，就创建一个频数表。这会把信息分组，使模式开始显现。一张整洁的表格比一长串单个答案更容易处理。务必给表格加上标题，并清晰地标注每一列。
Include a tally column when recording data by hand to reduce errors. The final column is the frequency. In a WJEC report, even the raw data table should be neat and easy to read.
在手动记录数据时加入划记栏，以减少错误。最后一栏是频数。在 WJEC 报告中，即便是原始数据表格也应当整洁易读。
5. Visualising Data with Charts | 用图表可视化数据
Choose a chart that suits your data. For categorical or grouped data, a bar chart works best. If you have discrete numbers and want to show changes over time, use a line graph. Pie charts are used to show proportions of a whole.
选择适合数据的图表。对于分类或分组数据，条形图效果最好。如果你有离散数值并想展示随时间的变化，就使用折线图。饼图用于显示整体中各部分的比例。
Every chart needs a title, labelled axes (or a legend for pie charts) and an even scale. When drawing manually, use a ruler and pencil. In an exam, neat presentation is as important as the data itself.
每张图表都需要标题、标注坐标轴（或饼图的图例）以及均匀的刻度。手绘时使用直尺和铅笔。在考试中，整洁的呈现与数据本身同等重要。
6. Calculating Key Statistics | 计算关键统计量
Three averages and the range are the most common statistics at Year 8 level. You need to know how to find the mean, median, mode and range, and when each is useful. They summarise your data into a few numbers.
在 Year 8 水平，最常用的统计量是三种平均数和极差。你需要懂得如何求均值、中位数、众数和极差，以及它们各自适用的场合。它们能把数据概括为少数几个数字。
For grouped data from a frequency table, use the midpoint of each interval. Example screen time data:
对于频数表中的分组数据，使用每个区间的中点。屏幕时间数据示例：
| Hours | Frequency (f) | Midpoint (x) | f × x |
|---|---|---|---|
| Less than 1 | 5 | 0.5 | 2.5 |
| 1 – 2 | 12 | 1.5 | 18 |
| 2 – 3 | 23 | 2.5 | 57.5 |
| 3 – 4 | 18 | 3.5 | 63 |
| 4+ | 7 | 4.5 | 31.5 |
| Total | 65 | 172.5 |
Mean = Σfx ÷ n = 172.5 ÷ 65 ≈ 2.65 hours
Median position = (65 + 1) ÷ 2 = 33rd value, which falls in the 2–3 hours group. Mode = 2–3 hours (highest frequency). Range ≈ 4.5 − 0.5 = 4 hours.
中位数位置 = (65 + 1) ÷ 2 = 第33个值，落在 2–3 小时组。众数 = 2–3 小时（频数最高）。极差 ≈ 4.5 − 0.5 = 4 小时。
7. Interpreting Results | 解释结果
Now link the numbers back to your hypothesis. If your hypothesis stated ‘average screen time is more than 2 hours’, the mean of 2.65 hours supports the hypothesis. If the hypothesis was ‘more than 3 hours’, the mean suggests it is not strongly supported, because 2.65 is below 3.
现在把数字与你的假设联系起来。如果你的假设是‘屏幕时间超过 2 小时’，均值 2.65 小时支持这一假设。如果假设是‘超过 3 小时’，均值则表明并没有得到有力支持，因为 2.65 低于 3。
Comment on what the median and mode tell you. The median of 2–3 hours shows that half the students are below that interval. The mode indicates the most common answer. Together they build a fuller picture than using the mean alone.
评论中位数和众数告诉了你什么。中位数为 2–3 小时，说明一半的学生低于该区间。众数指出了最常见的答案。它们共同构建出比单独使用均值更完整的图景。
8. Writing Conclusions | 撰写结论
A good conclusion does three things: it answers the original question, says whether the hypothesis was supported, and gives a reason based on the data. Use numbers like the mean or percentage differences as evidence.
一个好的结论要做到三件事：回答最初的问题，说明假设是否得到支持，并根据数据给出理由。使用均值或百分比差异等数字作为证据。
Do not introduce new data in the conclusion. Stick to what you have already presented. A strong example: ‘The hypothesis was supported because the mean screen time was 2.65 hours, which is above 2 hours. The modal group was 2–3 hours, confirming that most students fall in that range.’
不要在结论中引入新的数据。紧扣你已经展示的内容。一个有力的范例如：‘假设得到了支持，因为平均屏幕时间为 2.65 小时，高于 2 小时。众数组为 2–3 小时，确认了大多数学生落在该范围内。’
9. Evaluation and Reflection | 评价与反思
No investigation is perfect. Identify two or three limitations clearly. For example, your sample might have been too small (only 30) or only from one class, so it may not represent the whole year group. Question wording could have been ambiguous.
没有哪项调查是完美的。清楚地指出两三个局限性。例如，你的样本可能太小（只有30人）或只来自一个班级，因此可能不能代表整个年级。问题的措辞可能含糊。
Suggest realistic improvements. If you only asked friends, you could use a random sample next time. If response options were vague, you could add clearer intervals. This section shows you think critically about your work.
提出切实的改进建议。如果你只问了朋友，下次可以采用随机抽样。如果回答选项含糊，可以添加更清晰的区间。这一部分表明你对自己的工作进行了批判性思考。
10. Full Sample Paper: Screen Time Survey | 完整范文：屏幕使用时间调查
Below is a complete WJEC-style statistics report for Year 8, following the framework above. Use it as a model for your own writing.
以下是一篇完整的 Year 8 WJEC 风格统计报告，遵循了上述框架。把它作为你自己写作的范本。
Title: Investigating Daily Screen Time of Year 8 Students
标题：调查 Year 8 学生的每日屏幕使用时间
Introduction: I wanted to find out how much time Year 8 students spend looking at screens each day. My hypothesis was: ‘On average, Year 8 students spend more than 2 hours per day on screens.’ I chose this topic because screen use is a big part of our lives and I was curious if the average was higher than the recommended limit for teenagers.
引言：我想了解 Year 8 学生每天对着屏幕的时间有多长。我的假设是：‘平均而言，Year 8 学生每天屏幕使用时间超过 2 小时。’我选择这个题目是因为屏幕使用已成为我们生活的重要组成部分，我很好奇平均时间是否高于青少年建议限制。
Method: I designed a simple questionnaire with one question: ‘How much total screen time did you have yesterday?’ Options were Less than 1 hour, 1–2, 2–3, 3–4, 4+ hours. I gave the questionnaire to all 65 students in my year group during form time on a Wednesday. Everyone returned it, so the sample size is 65.
方法：我设计了一份简单问卷，只问一个问题：‘你昨天的屏幕总使用时间是多少？’ 选项为少于 1 小时、1–2、2–3、3–4、4 小时以上。我在周三的级会时间分发给全年级 65 名学生。所有人都交回了问卷，因此样本量为 65。
Results: The collected data are shown in the frequency table and bar chart below.
结果：收集到的数据见下面的频数表和条形图。
| Screen Time (hours) | Frequency |
|---|---|
| Less than 1 | 5 |
| 1 – 2 | 12 |
| 2 – 3 | 23 |
| 3 – 4 | 18 |
| 4+ | 7 |
A bar chart was drawn with the screen time intervals on the horizontal axis and frequency on the vertical axis. It showed the 2–3 hours bar as the tallest. (In your report, you would include the actual chart.)
绘制的条形图将屏幕时间区间放在水平轴，频数放在垂直轴。图中 2–3 小时的条形最高。（在你的报告中，你需要插入实际图表。）
Analysis: Using the midpoint method (shown in Section 6), the mean was calculated to be approximately 2.65 hours. The median group is 2–3 hours, the mode is also 2–3 hours, and the range is around 4 hours. The relatively small range suggests most students are clustered between 1 and 4 hours, with few extreme values.
分析：使用中点法（见第6节展示），计算出均值约为 2.65 小时。中位数组为 2–3 小时，众数也是 2–3 小时，极差约 4 小时。较小的极差表明大多数学生集中在 1 到 4 小时之间，极少数极端值。
Conclusion: The hypothesis was supported. The mean screen time of 2.65 hours is above the 2-hour threshold. Both the median and mode falling in the 2–3 hour bracket reinforce this finding. Therefore, based on this sample, Year 8 students do spend more than 2 hours on screens daily on average.
结论：假设得到支持。平均屏幕时间 2.65 小时高于 2 小时的阈值。中位数和众数都落在 2–3 小时区间，增强了这一发现。因此，基于该样本，Year 8 学生平均每天屏幕使用时间的确超过 2 小时。
Evaluation: The main strength was a 100% response rate, giving a good sample for the year group. However, the sample was only from my school, so it may not apply to other Year 8s. Also, students may have estimated their screen time inaccurately or rounded it. Next time I would include a question about device type and ask students to use a screen-time tracker app for a more precise answer. I could also compare a school day with a weekend day.
评价：主要优势是 100% 的回收率，为整个年级提供了良好样本。然而，样本仅来自我的学校，可能不适用于其他 Year 8 学生。此外，学生可能对屏幕时间估计不准或进行了取整。下次我会加入设备类型的问题，并要求学生使用屏幕使用时间追踪应用以获得更精确的答案。我也可对比平日与周末的数据。
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