📚 Statistical Investigation Report Writing Guide & Model Paper | 统计调查论文写作框架与范文
Writing a statistical investigation report in Year 9 CCEA Statistics requires a clear structure and logical flow. You must show how you planned, collected, displayed and interpreted data to answer a question or test a hypothesis. This guide explains each section and provides a complete model paper.
在 Year 9 CCEA 统计课中撰写统计调查报告需要清晰的结构和逻辑流程。你必须展示如何规划、收集、展示和解读数据，以回答问题或检验假设。本指南逐一解释每个部分，并提供一篇完整的范文。
1. Understanding the Statistical Enquiry Cycle | 理解统计调查循环
Every statistical investigation follows a cycle. In CCEA Year 9, you are expected to demonstrate each stage clearly. The cycle gives your report a natural order that examiners look for.
每个统计调查都遵循一个循环。在 CCEA 九年级，你需要清晰地展示每一个阶段。这个循环为你的报告提供了考官期望的自然顺序。
The first stage is posing a real-world question or hypothesis. This gives your investigation direction. The second stage is collecting data, where you decide what to measure and how to measure it reliably. Next you process the data by drawing graphs and calculating summary statistics. Then you interpret your findings, linking them back to your hypothesis. Finally, you evaluate the whole process, thinking about limitations and possible improvements.
第一阶段是提出一个真实世界的问题或假设。这为你的调查指明方向。第二阶段是收集数据，你需要决定测量什么以及如何可靠地测量。接下来你通过绘制图表和计算汇总统计量来处理数据。然后你解读你的发现，并将它们与假设联系起来。最后，你评估整个过程，思考局限性和可能的改进。
2. Choosing a Topic and Formulating a Hypothesis | 选题与提出假设
Choose a topic that interests you and can be investigated using data from your school or community. Good topics are simple and measurable, such as ‘How does the amount of exercise affect pulse rate?’ or ‘Is there a link between time spent on homework and test scores?’
选择一个你感兴趣并能用学校或社区数据调查的题目。好的题目简单且可测量，例如“运动量如何影响脉搏率？”或“在作业上花的时间与考试分数之间有联系吗？”
You must write a clear hypothesis. In Year 9, a hypothesis is usually a statement that predicts a relationship or difference. For example: ‘Students who do more than 5 hours of exercise per week will have a lower resting heart rate.’ Or, ‘Boys in Year 9 spend more time on video games than girls.’ Avoid vague language; be specific about the groups and the outcome you expect.
你必须写出清晰的假设。在九年级，假设通常是一句预测某个关系或差异的陈述。例如：“每周运动超过5小时的学生静息心率更低。”或者，“九年级的男生比女生花更多时间在电子游戏上。”避免模糊的语言；要在你预期的群体和结果上做到具体明确。
3. Planning the Data Collection | 规划数据收集
Before you collect any data, plan your method carefully. Decide whether you need primary data (collected by yourself) or secondary data (from existing sources). For most Year 9 investigations, you will gather primary data using a questionnaire or an experiment.
在收集任何数据之前，仔细规划好你的方法。决定你需要一手数据（由你自己收集）还是二手数据（来自现有来源）。对于大多数九年级调查，你将通过问卷或实验收集一手数据。
Design a simple data collection sheet or questionnaire. If you ask questions, make sure they are closed questions that give numerical or categorical answers. For example, ‘How many hours per night do you sleep?’ (numerical), or ‘Which type of transport do you use to get to school?’ (categorical). Also decide on your sample size. In Year 9, a sample of 30–40 participants is usually manageable and sufficient. Mention the sampling method you will use, such as opportunity sampling or simple random sampling, and be honest about its strengths and weaknesses.
设计一张简单的数据收集表或问卷。如果你提出问题，确保它们是能得到数字或分类答案的封闭式问题。例如，“你每晚睡几小时？”（数值型），或者“你使用哪种交通工具上学？”（分类型）。同时决定你的样本量。在九年级，通常30-40名参与者的样本是可行且足够的。说明你将使用的抽样方法，如便利抽样或简单随机抽样，并诚实说明其优点和缺点。
4. Collecting Data Reliably | 可靠地收集数据
Reliability means your method would produce similar results if repeated. To collect reliable data, keep conditions the same for all participants. If you are measuring something like reaction time, use the same test and the same equipment. If you are asking questionnaire, hand it out at a similar time and place to reduce outside influences.
可靠性意味着如果你重复你的方法，会得到相似的结果。为了收集可靠的数据，让所有参与者的条件保持一致。如果你在测量如反应时间之类的东西，使用同样的测试和同样的设备。如果你分发问卷，在相似的时间和地点分发，以减少外界影响。
Avoid leading questions that push people towards a certain answer. An example of a poor question is ‘Don’t you agree that too much screen time is bad for your sleep?’ Instead, ask neutrally: ‘How many hours of screen time do you have on a typical weekday?’ Also remember to keep responses anonymous so that participants feel comfortable giving honest answers.
避免引导性问题，这类问题会推动人们给出某种答案。一个糟糕的提问例子是“你难道不认为过多的屏幕时间对你的睡眠有害吗？”相反，应中立地提问：“在一个普通的工作日，你有多少小时的屏幕时间？”还要记得让回答匿名，这样参与者才会舒服地给出诚实的答案。
5. Organising and Presenting Data | 整理与展示数据
Once you have collected the raw data, you need to organise it into tables. Start by producing a simple data table showing the individual responses. Then, if your data is numerical, consider grouping it into intervals and making a grouped frequency table. This makes patterns easier to see.
一旦你收集了原始数据，就需要将其整理成表格。先制作一个简单的数据表，显示每个个体的回答。然后，如果你的数据是数值型的，考虑将其分组形成组距并制作分组频数表。这样更容易看出模式。
Choose the right graph for your data. Use bar charts for categorical data, pie charts to show proportions, and scatter graphs to show a relationship between two numerical variables. If you have grouped continuous data, a histogram (with frequency density) may be appropriate, but at Year 9, a simple bar chart with equal width intervals is also acceptable. Always label your axes, give your chart a title, and include a key if needed. In a scatter graph, you can add a line of best fit to highlight a trend.
为你的数据选择合适的图表。使用条形图表示分类数据，饼图显示比例，散点图展示两个数值变量之间的关系。如果你有分组连续数据，直方图（使用频率密度）可能合适，但在九年级，等宽组距的简单条形图也是可以接受的。始终标记坐标轴，给你的图表加上标题，并在需要时添加图例。在散点图中，你可以添加一条最佳拟合线来突出趋势。
6. Calculating Summary Statistics | 计算汇总统计量
Summary statistics help you describe the centre and spread of your data. The most useful measures for Year 9 are the mean, median, mode and range. You may also calculate the interquartile range (IQR) if you have learnt about quartiles.
汇总统计量帮助你描述数据的中心和分散程度。对九年级学生最有用的度量是平均数、中位数、众数和极差。如果你学过四分位数，也可以计算四分位距（IQR）。
Here are the key formulas and definitions:
以下是一些关键公式和定义：
Mean = x = Σxi / n
The mean is the sum of all values divided by the number of values.
平均数是所有数值的总和除以数值的个数。
Median position = (n + 1) / 2
For an odd number of values, the median is the middle one when data is ordered. For an even number, it is the average of the two middle values.
如果数值个数为奇数，中位数就是排序后中间的那个。如果是偶数，则是中间两个数的平均数。
Range = Max value − Min value
The range shows how spread out the data is. A larger range means more variability.
极差显示数据的分散程度。极差越大意味着变异性越大。
For example, if five students have screen times (in hours): 2, 3, 5, 1, 4, the mean is (2+3+5+1+4)/5 = 3 hours. The median position is (5+1)/2 = 3rd value, so median is 3 hours. The range is 5 − 1 = 4 hours. Always include the units in your report.
例如，五名学生的屏幕时间（小时）为：2, 3, 5, 1, 4，平均数为 (2+3+5+1+4)/5 = 3 小时。中位数位置为 (5+1)/2 = 第3个值，所以中位数是3小时。极差为 5 − 1 = 4 小时。报告中始终要注明单位。
7. Drawing Conclusions from Graphs and Statistics | 从图表和统计量得出结论
Your conclusion must directly answer the question or test the hypothesis you set at the start. Refer to your graphs and summary statistics as evidence. For instance, if your scatter graph shows a downward slope and your means support it, you can say ‘The data supports the hypothesis that more screen time is associated with less sleep.’
你的结论必须直接回答你在开始时提出的问题或检验的假设。要引用你的图表和汇总统计量作为证据。例如，如果你的散点图显示向下倾斜，且平均数支持这一点，你可以说“数据支持假设，即更多的屏幕时间与更少的睡眠相关。”
Be careful not to claim causation. Even if the data shows a link, you cannot say ‘Screen time causes less sleep’ unless you have done a controlled experiment. Use phrases like ‘there is an association’ or ‘the data suggests a link.’ Discuss any outliers or unusual points and whether they affect your conclusion.
注意不要宣称因果关系。即使数据显示出联系，除非你进行了对照实验，否则你不能说“屏幕时间导致睡眠减少”。使用诸如“存在关联”或“数据提示有联系”此类的表述。讨论任何异常值或不寻常的数据点，并说明它们是否影响你的结论。
8. Evaluating the Investigation | 评估调查过程
Evaluation is where you reflect honestly on what went well and what could be improved. Good evaluations discuss sample size, sampling method, data accuracy, and
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