Year 10 WJEC Statistics: Case Study Practice | Year 10 WJEC 统计：案例分析实战演练

📚 Year 10 WJEC Statistics: Case Study Practice | Year 10 WJEC 统计：案例分析实战演练

Welcome to this focused case study practice for Year 10 WJEC Statistics. In this article, we will walk through a realistic investigation to sharpen your statistical skills and prepare you for exam questions that require data handling, analysis, and interpretation. You will learn how to plan, collect, display, and analyse data, then draw meaningful conclusions.

欢迎来到这篇针对 Year 10 WJEC 统计的案例分析实战演练。我们将通过一个真实的调查过程来锻炼你的统计技能，帮助你应对考试中涉及数据处理、分析和解释的问题。你将学习如何规划、收集、展示和分析数据，最终得出有意义的结论。

1. Understanding the Case Study Task | 理解案例分析任务

In WJEC GCSE Statistics, you will often face a scenario requiring you to plan and conduct a statistical investigation. For this practice, we explore the question: ‘Does the amount of time spent on social media each day influence students’ test scores in mathematics?’ This type of question sets the stage for a bivariate data analysis.

在 WJEC GCSE 统计中，你经常会遇到需要规划和实施统计调查的场景。本次实践我们将探讨这样一个问题：“每天花在社交媒体上的时间是否会影响学生的数学考试成绩？”这类问题为双变量数据分析奠定了基础。

2. Formulating a Hypothesis | 提出假设

Before collecting data, you must state a clear hypothesis. A null hypothesis (H₀) might be: ‘There is no correlation between social media hours and test scores.’ The alternative hypothesis (H₁) asserts: ‘There is a negative correlation – more hours on social media are associated with lower test scores.’ Defining these helps focus your investigation.

在收集数据之前，你必须提出明确的假设。原假设（H₀）可以是：“社交媒体使用时长与考试成绩之间没有相关性。”备择假设（H₁）则声称：“存在负相关关系——社交媒体使用时间越长，考试成绩越低。”明确这些有助于聚焦你的调查。

3. Designing the Data Collection | 设计数据收集方案

Decide what data to collect and how. We will ask a sample of Year 10 students to report their average daily social media hours and their latest maths test score (%). The sample should be representative – perhaps 10 boys and 10 girls from the same school. Ensure questions are clear and avoid leading questions. Obtain consent if necessary.

决定收集什么数据以及如何收集。我们将要求一组 Year 10 学生报告他们每天平均使用社交媒体的时长以及最近一次数学测试的分数（百分制）。样本需具有代表性——或许来自同一所学校的 10 名男生和 10 名女生。确保问题清晰，避免引导性问题。必要时需征得同意。

4. Collecting and Recording Data | 收集与记录数据

Design a simple data capture sheet. The table below shows an extract from our investigation – 10 students’ responses. Record each participant’s ID, social media hours (to the nearest 0.5 h), and test score.

设计一份简单的数据采集表。下表展示了我们调查中的部分数据——10 名学生的回答。记录每位参与者的编号、社交媒体使用时间（精确到 0.5 小时）和测试分数。

Always check for missing data or outliers. Here, all values are plausible, but if one student reported 10 hours, we would investigate that unusual point further.

务必检查缺失数据或异常值。这里所有数值都合理，但如果某学生报告 10 小时，我们就需要进一步核查那个异常点。

5. Organising the Data | 整理数据

For analysis, you may sort the data or consider grouping it. If you had a larger sample, a grouped frequency table would be very useful. In our case, we keep the raw paired values because the sample is small, making scatter plots and individual comparisons clearer.

为了分析，你可以对数据排序或考虑分组。如果样本量更大，分组频率表会非常有用。在我们的例子中，样本量小，我们保留原始配对值，这样散点图和个体之间的比较会更加清晰。

6. Visualising Data with Charts | 用图表可视化数据

Visual displays help spot patterns. A scatter graph is ideal for bivariate data. Plot social media hours on the x‑axis (explanatory variable) and test score on the y‑axis (response variable). Use clear labels and equal scales where appropriate. You could also create a comparative bar chart to illustrate the mean test scores of low social media users (0–2 hours) versus high users (4–6 hours).

可视化展示有助于发现模式。散点图非常适合双变量数据。将社交媒体使用时长放在 x 轴（解释变量），考试成绩放在 y 轴（响应变量）。使用清晰的标签，并根据需要采用等距标度。你还可以创建对比条形图，展示低社交媒体使用组（0–2 小时）与高使用组（4–6 小时）的平均考试成绩。

7. Calculating Measures of Central Tendency | 计算集中趋势度量

For each variable, compute the mean, median, and mode. For social media hours: Mean = (1.5+3+2+4.5+0.5+5+2.5+3.5+6+1) ÷ 10 = 30 ÷ 10 = 3.0 hours. The sorted data is 0.5, 1, 1.5, 2, 2.5, 3, 3.5, 4.5, 5, 6, so the Median = (2.5+3) ÷ 2 = 2.75 hours. Mode does not apply meaningfully with so few values. For test scores: Mean = (85+78+82+65+92+58+80+70+60+88) ÷ 10 = 758 ÷ 10 = 75.

Published by TutorHao | Year 10 统计 Revision Series | aleveler.com

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