The Data Handling Cycle (WJEC GCSE Maths & Numeracy (Double Award)): Revision Note

Exam code: 3320

Jamie Wood

Written by: Jamie Wood

Reviewed by: Mark Curtis

Updated on

The Data Handling Cycle

What is the data handling cycle?

  • The process for handling data in an investigation in the real world is a cycle, known as the data handling cycle

    • Being a cycle means there is no simple ‘beginning’ and ‘end’

    • Instead the steps are repeated with improvements made each time

A diagram depicting the five stages of the statistical enquiry cycle
  • The data handling cycle is divided into five stages:

    • Hypothesis and Planning

      • Specify a hypothesis to be investigated

      • Plan what data to collect (and how it will be recorded)

      • Plan how you will process and represent the data

    • Collecting Data

      • Design data collection to minimise bias

      • Be aware of possible issues of sensitivity

      • Collect data using an appropriate method

    • Processing and Representing Data

      • Organise the data e.g. into tables

      • Create diagrams and charts to represent the data

      • Calculate summary statistics (e.g. the mean) to allow the data to be compared

    • Interpreting Results

      • Interpret your summary statistics, and your diagrams and charts in the context of the investigation

      • Draw conclusions that are related to the original hypothesis

      • Be sure to comment on the reliability of the results 

    • Evaluating

      • Identify any possible issues with how the data was collected, processed and represented

      • Consider the limitations of your data, and any anomalies found

      • Suggest improvements to deal with those issues

      • Repeat the process with improvements to investigate the hypothesis further if needed

  • An exam question may directly mention one or more stages of the data handling cycle

    • But you should keep the data handling cycle in mind when answering any exam question about data

What is a hypothesis and how can it be tested?

  • A hypothesis is a statement that you would like to test using statistics

    • For example, ‘As cars get older their annual maintenance cost is likely to go up’

  • A hypothesis should always be stated at the start of a statistical enquiry

    • before any data is collected

  • Testing a hypothesis requires

    • collecting valid and relevant data

    • appropriate analysis of the data collected

What sort of limitations might affect a statistical investigation?

  • Limitations are practical limits that affect how an investigation may be carried out

    • You should try to anticipate these at the start of an investigation

    • and include them in your planning

      • ‘Anticipate’ means try to think of what they might be ahead of time

  • Time

    • You may only have a limited amount of time for conducting the investigation

    • So you must plan an investigation that can be completed with the time available

  • Cost

    • The ‘best’ investigation might cost more than is available

    • You need to plan for the ‘best investigation you can afford’

  • Ethical & confidentiality issues

    • You must always look out for the well-being and privacy of any participants in the investigation

    • People may not be willing to reveal confidential (‘secret’) information

    • People may be uncomfortable discussing sensitive topics

  • Convenience

    • Some pieces or types of data might be hard to find or collect

    • E.g. a school student is unlikely to be able to collect data about weekday shopping habits

Worked Example

Harry is investigating people's shopping habits at the supermarket chain "Wilson's".

His plan is to:

  • Ask anyone with a trolley the following questions:

    • How often do you visit Wilson's?

    • How much money do you usually spend?

  • Do this for one hour in the morning

  • Record the responses using a tally chart

  • After looking at the data, select an interesting hypothesis to test

  • Create a bar chart

  • Ask his friends to help do this for every Wilson's supermarket in the country, to make it a representative sample

State 3 criticisms of Harry's plan for his investigation.

Answer:

There are many possible criticisms of this plan

Any of the following would be valid criticisms

  • Selecting only those with a trolley will bias the sample (compared to those with just a basket)

  • People may not be willing to disclose how much they spend

  • "How often do you visit" has not been given a specific time frame (e.g. weekly)

  • One hour in the morning will not be representative of the whole day

  • The day of the week is not specified, there will be differences between weekday and weekend shoppers for example

  • A tally chart has been suggested but no categories have been suggested to count the frequencies for e.g. "Once or twice a week" or "£0-£20"

  • Harry says he will decide on a hypothesis after seeing the data; you should always decide on a hypothesis before you collect the data

  • Creating a bar chart may not be appropriate for the data collected

  • Doing this for every Wilson's in the country is not likely to be practical (or could end up being too expensive)

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Jamie Wood

Author: Jamie Wood

Expertise: Maths Content Creator

Jamie graduated in 2014 from the University of Bristol with a degree in Electronic and Communications Engineering. He has worked as a teacher for 8 years, in secondary schools and in further education; teaching GCSE and A Level. He is passionate about helping students fulfil their potential through easy-to-use resources and high-quality questions and solutions.

Mark Curtis

Reviewer: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.