📚 Statistical Report Writing Framework and Sample | 统计报告写作框架与范文
Writing a statistical report is a key skill at KS3. It helps you present data clearly and explain what the numbers mean. This article breaks down the structure of a good report and provides a complete sample based on a real-world investigation.
撰写统计报告是 KS3 阶段的关键技能。它能帮助你清晰地展示数据，并解释数字背后的含义。本文将拆解一份好报告的结构，并基于一个真实世界的调查提供完整的范文。
1. Introduction to Statistical Reports | 统计报告简介
A statistical report tells the story behind data. Instead of just listing numbers, you guide the reader through your investigation: what you wanted to find out, how you collected information, what patterns you discovered, and what conclusions you reached. At KS3, reports are usually based on small-scale surveys or experiments carried out in class.
统计报告讲述的是数据背后的故事。你不是仅仅罗列数字，而是引导读者了解你的调查过程：你想发现什么，如何收集信息，发现了什么模式，以及得出了什么结论。在 KS3 阶段，报告通常基于课堂上进行的小型调查或实验。
WJEC expects you to follow a logical flow that shows you can handle the statistical enquiry cycle – posing a question, collecting data, analysing it, and interpreting the findings. This framework is the same whether you are comparing two groups, testing a hypothesis, or simply describing a situation.
WJEC 要求你遵循逻辑流程，展示你能够运用统计探究循环——提出问题、收集数据、分析数据并解释结果。无论你是在比较两组对象、检验假设还是仅仅描述某种情况，这个框架都是相同的。
2. Choosing a Statistical Question | 选择统计问题
Every report starts with a clear, focused question. Avoid vague questions like ‘Do boys and girls differ?’ Be specific: ‘Is there a difference in the number of hours of sport played per week by Year 7 boys and girls?’ Your question should be one that can be answered by collecting and comparing data.
每份报告都始于一个清晰、集中的问题。避免模糊的提问，如“男孩和女孩有差别吗？”，要具体：“七年级男生和女生每周参加运动的时数是否有差异？”你的问题应当能够通过收集和比较数据来回答。
You might also form a hypothesis – a statement you believe to be true and want to test with evidence. For example: ‘Year 8 students who eat breakfast score higher in maths tests.’ A hypothesis gives your investigation a clear direction.
你也可以形成一个假设——你相信为真并希望用证据来检验的说法。例如：“吃早餐的八年级学生数学测验得分更高。”假设能为你的调查指明方向。
3. Planning Data Collection | 规划数据收集
Once you have a question, decide what data you need and how you will gather it. Will you use a questionnaire, an experiment, or secondary data from a trusted source? At KS3, primary data collection usually involves asking classmates a small set of simple, measurable questions.
一旦有了问题，就要决定你需要什么数据以及如何收集。你会使用问卷、实验还是来自可靠来源的二手数据？在 KS3 阶段，一手数据收集通常涉及向同班同学提出少量简单、可测量的提问。
Think about sample size. You do not need hundreds of responses; 20–30 participants can be enough to spot trends, as long as you acknowledge the limited sample in your evaluation later. Also consider fairness – try to collect data under similar conditions for all participants.
考虑样本量。你不需要数百份答复；20–30 名参与者就足以发现趋势，只要你在后面的评估中承认样本的局限性即可。还要考虑公平性——尽量在相似条件下为所有参与者收集数据。
4. Designing Surveys and Recording Data | 设计调查与记录数据
Keep your survey questions simple and objective. For a question like ‘How many hours do you sleep on a school night?’, use a short, clear response format – perhaps a number to one decimal place. Avoid leading questions and give options that cover all possible answers.
调查问题要保持简单和客观。对于类似“你在上学日的晚上睡几个小时？”这样的问题，使用简短清晰的回答格式——或许是精确到一位小数的数字。避免诱导性问题，并给出覆盖所有可能答案的选项。
Record data neatly in a tally chart or a raw data table. Each row can represent one participant, and each column a variable (e.g. gender, hours of sleep, age). Tidy recording makes it much easier to spot errors and summarise later.
用计数表或原始数据表整洁地记录数据。每行可以代表一位参与者，每列表示一个变量（如性别、睡眠时间、年龄）。整洁的记录能让你日后更容易发现错误并进行汇总。
5. Organising Data into Tables | 将数据整理成表格
After collection, organise your data into frequency tables. For discrete data, list each value and count how often it appears. For continuous data (like heights or times), group the values into equal class intervals. A well‑designed frequency table includes columns for tally, frequency, and sometimes cumulative frequency.
收集数据后，将其整理成频率表。对于离散数据，列出每个值并统计它出现的次数。对于连续数据（如身高或时间），将数值分组到相等的组距中。一张设计良好的频率表包含计数、频率，有时还包含累积频率等列。
| Sleep (hours) | Tally | Frequency |
|---|---|---|
| 6 – <7 | II | 2 |
| 7 – <8 | IIII | 4 |
| 8 – <9 | IIII IIII II | 12 |
| 9 – <10 | IIII III | 8 |
| 10 – 11 | II | 2 |
Tidy tables make your data ready for the next step – visual representation.
整洁的表格让你的数据能够进入下一步——可视化呈现。
6. Representing Data with Charts | 用图表呈现数据
Choose the right chart for your data type. Use bar charts for comparing categories (e.g. favourite sport of boys vs girls), pie charts for parts of a whole, and line graphs for showing change over time. For grouped continuous data, a histogram with frequency density is ideal, though at KS3 a frequency bar chart with equal width intervals is acceptable.
根据数据类型选择合适的图表。条形图用于比较类别（如男生与女生最喜爱的运动），饼图用于展示整体中的部分，折线图用于显示随时间的变化。对于分组的连续数据，使用频率密度直方图最为理想，不过在 KS3 阶段，使用组距等宽的频率条形图也是可以的。
Always label axes clearly, give the chart a title, and include a key if you have more than one data series. In your report, never just stick a chart in with no explanation – refer to it in your text (e.g. ‘Figure 1 shows that…’) and highlight the main feature it reveals.
务必清楚地标记坐标轴，给图表加上标题，如果有多组数据系列则要提供图例。在报告中，切勿只放置图表而不加解释——要在正文中提及它（例如“图 1 显示……”），并指出它所揭示的主要特征。
7. Calculating Averages and Range | 计算平均数和范围
Averages summarise your data with a single value. The mean is found by adding all values and dividing by the number of values. The median is the middle value when data are ordered. The mode is the most frequent value. At KS3 you should be able to calculate all three and decide which is the best to use in a given context.
平均数用一个数值来概括你的数据。均值通过把所有数值相加然后除以数值的个数求得。中位数是数据按顺序排列后位于中间的值。众数是出现频率最高的值。在 KS3 阶段，你应该能够计算这三种平均数，并判断在特定情境下使用哪一个最合适。
The range measures spread. It is simply the largest value minus the smallest value. A small range suggests data are closely packed; a large range shows lots of variation. Comparing averages and ranges between two groups often provides the most powerful evidence in your report.
极差衡量数据的分散程度。它就是最大值减去最小值。极差小表明数据集中；极差大则显示变异性很大。比较两个组的平均数和极差往往能为你的报告提供最有力的证据。
Mean = Σx / n
Range = max – min
8. Interpreting Results and Drawing Conclusions | 解释结果与得出结论
Interpretation means explaining what your statistics and charts actually tell you. For instance, if the mean screen time for boys is 4.2 hours and for girls is 3.6 hours, do not just state the numbers – say what this suggests about the difference in behaviour. Always link back to your original question or hypothesis.
解释意味着说明你的统计数据和图表真正告诉你什么。例如，如果男生屏幕时间的均值是 4.2 小时，女生是 3.6 小时，不要只陈述数字——要说明这对行为差异意味着什么。时刻联系回你最初的问题或假设。
Be cautious with conclusions. At KS3, you are not expected to prove anything; instead, say that your data ‘suggests’ or ‘indicates’ a possible pattern. Acknowledge that a larger sample or a different method might lead to different results.
下结论时要谨慎。在 KS3 阶段，并不要求你证明任何事情；相反，要说你的数据“表明”或“暗示”某种可能的模式。要承认更大的样本量或不同的方法可能会得出不同的结果。
9. Writing the Report: Structure Overview | 撰写报告：结构概览
A typical KS3 statistical report follows this sequence:
一份典型的 KS3 统计报告遵循以下顺序：
- Title – a short, descriptive heading
- 标题 – 简短且说明性的题目
- Introduction – the question and hypothesis, and why you chose it
- 引言 – 问题和假设，以及你为何选择它
- Method – how you collected data, including sample size and any controls
- 方法 – 你如何收集数据，包括样本量和任何控制条件
- Results – tables, charts, and summary statistics (averages, range)
- 结果 – 表格、图表以及汇总统计量（平均数、极差）
- Analysis – what patterns and differences you found, with comparisons
- 分析 – 你发现了什么模式和差异，并作比较
- Conclusion – answer to your question, plus an evaluation of reliability
- 结论 – 回答你的问题，并对可靠性进行评价
This structure mirrors the statistical enquiry cycle and shows the examiner you can plan, do, review, and communicate.
这套结构反映了统计探究循环，并向考官展示你能够计划、执行、反思和沟通。
10. Sample Report: ‘Screen Time of Year 8 Students’ | 范文：“八年级学生的屏幕时间”
Title: A comparison of daily recreational screen time between Year 8 boys and girls
标题：八年级男女生每日娱乐屏幕时间的比较
Introduction
I wanted to find out whether there was a difference in the amount of time Year 8 boys and girls spend on screens for fun (phones, tablets, gaming, TV) on a typical school day. My hypothesis was that boys would report a higher average screen time than girls because of gaming habits.
引言
我想了解八年级男生和女生在一个普通上学日花在屏幕娱乐（手机、平板、游戏、电视）上的时间是否有差异。我的假设是，由于游戏习惯，男生报告的平均屏幕时间会高于女生。
Method
I asked 24 pupils in my Year 8 tutor group (12 boys and 12 girls) to write down how many hours of recreational screen time they had the previous school day, to the nearest 0.5 hours. I collected anonymous responses on slips of paper to encourage honesty. The survey was carried out on a Wednesday morning to reflect a normal weekday.
方法
我让我所在的八年级辅导小组的 24 名学生（12 名男生和 12 名女生）写下他们上一个上学日用于娱乐的屏幕时间，精确到 0.5 小时。我通过纸片匿名收集答复以鼓励诚实作答。调查在周三早上进行，以反映一个普通工作日的情况。
Results
Raw data (hours):
Boys: 2.5, 3.0, 4.5, 2.0, 5.0, 3.5, 4.0, 2.5, 3.0, 5.5, 3.0, 4.0
Girls: 2.0, 2.5, 3.5, 1.5, 4.0, 2.0, 3.0, 2.5, 3.0, 2.0, 3.5, 2.5
结果
原始数据（小时）：
男生：2.5, 3.0, 4.5, 2.0, 5.0, 3.5, 4.0, 2.5, 3.0, 5.5, 3.0, 4.0
女生：2.0, 2.5, 3.5, 1.5, 4.0, 2.0, 3.0, 2.5, 3.0, 2.0, 3.5, 2.5
Summary statistics:
| Measure | Boys | Girls |
|---|---|---|
| Mean | 3.54 h | 2.67 h |
| Median | 3.25 h | 2.5 h |
| Mode | 3.0 h | 2.0, 2.5, 3.0, 3.5 (all 3) |
| Range | 5.5 – 2.0 = 3.5 h | 4.0 – 1.5 = 2.5 h |
汇总统计量：
均值：男生 3.54 小时，女生 2.67 小时；中位数：男生 3.25 小时，女生 2.5 小时；极差：男生 3.5 小时，女生 2.5 小时。
Chart: I drew a dual bar chart comparing the frequencies in grouped intervals (0–2 h, 2–4 h, 4–6 h). It showed that boys had more values in the 4–6 hour band (5 boys) than girls (1 girl), while girls were clustered in the lower bands.
图表：我绘制了一张对比分组区间（0–2 小时、2–4 小时、4–6 小时）频率的双条形图。它显示男生在 4–6 小时区间的人数（5 人）多于女生（1 人），而女生集中在较低的区间。
Analysis
Both the mean (3.54 vs 2.67) and median (3.25 vs 2.5) indicate that boys in this sample reported roughly one more hour of screen time than girls. The larger range for boys suggests greater variability in their habits, with one boy reaching 5.5 hours. The mode for boys was 3.0, whereas girls had several values tied as modes, showing a more even spread at lower levels. These findings support my hypothesis.
分析
均值（3.54 对比 2.67）和中位数（3.25 对比 2.5）都表明，此样本中男生报告的屏幕时间比女生大约多一小时。男生更大的极差表明他们的习惯变异性更大，其中一位男生达到 5.5 小时。男生的众数是 3.0，而女生有多个数值并列众数，表明在较低水平上分布得更均匀。这些发现支持了我的假设。
Conclusion
My data suggest that Year 8 boys tend to spend more time on recreational screens than girls on an average school day. However, this study only used 24 pupils from one tutor group, so I cannot generalise to the whole year. To improve reliability, I would survey multiple classes across different days. I also noticed that self-reported data might be slightly inaccurate because pupils had to estimate their time.
结论
我的数据表明，八年级男生在普通上学日花在娱乐屏幕上的时间往往多于女生。然而，这项研究仅使用了来自一个辅导小组的 24 名学生，因此我无法推广到整个年级。为提高可靠性，我会在不同日子调查多个班级。我还注意到，自我报告的数据可能略有不准，因为学生必须估算自己的时间。
11. Evaluating the Investigation | 评估调查
Every statistical report should include a short evaluation section (often part of the conclusion). Think about what went well and what could be improved. Ask yourself: Was the sample large enough? Was it representative? Could questions have been misunderstood? Did you measure the right variable?
每份统计报告都应包含一个简短的评估部分（通常是结论的一部分）。思考哪些做得好，哪些可以改进。问自己：样本量够大吗？样本有代表性吗？问题会不会被误解？你测量的是正确的变量吗？
Also consider if any bias crept in. For example, people might not always tell the truth about screen time or diet. Acknowledging these limitations shows you are thinking like a real statistician, and WJEC rewards this reflection.
还要考虑是否存在偏差。例如，人们对于屏幕时间或饮食状况未必总能如实相告。承认这些局限性表明你在像真正的统计学家一样思考，而 WJEC 会奖励这种反思。
12. Final Tips for Statistical Writing | 统计写作的最终建议
- Plan your report before you start writing – a simple list of sections helps you stay organised.
- 在动笔前规划好报告——一个简单的段落清单能助你条理清晰。
- Keep language precise and avoid casual phrases. Say ‘the data suggest’ rather than ‘the numbers say’.
- 语言要精确，避免随意的短语。说“数据表明”而非“数字说”。
- Always label tables and figures (Table 1, Figure 2) and refer to them in the text.
- 务必为表格和图形编号（表 1、图 2），并在正文中提及它们。
- Check your calculations twice – a slip in the mean can undermine your whole argument.
- 检查两遍你的计算——均值的差错可能破坏整个论证。
- Use the correct units and round sensibly (usually to one decimal place).
- 使用正确的单位并合理取整（通常保留一位小数）。
- Finally, enjoy the process. A good statistical report lets you be a detective with numbers.
- 最后，享受这个过程。一份好的统计报告让你成为数字世界的侦探。
With the framework and sample above, you now have a clear template to follow for your own WJEC statistical investigation. Practice by choosing a simple question from everyday life and writing up your findings using this structure.
有了上述框架和范文，你现在有了一个清晰的模板，可用于你自己的 WJEC 统计调查。试着从日常生活中选择一个简单的问题，并使用此结构写出你的发现吧。
Published by TutorHao | Statistics Revision Series | aleveler.com
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