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Enhancing Statistical Reporting: A Comprehensive Guide for Students and Educators

This guide aims to bridge the gaps in statistical reporting by identifying key needs and suggesting improvements. It covers essential topics like tailoring reports to the audience, including useful appendices, and referencing properly. It also highlights the importance of clear visual representation in data reporting, including the difference between graph types. The guide serves as a vital resource for undergraduate and postgraduate students, preparing them for projects, critiquing work, and enhancing their reporting skills with practical examples and case studies.

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Enhancing Statistical Reporting: A Comprehensive Guide for Students and Educators

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  1. Reporting Guide Group 3 Delson Chikobvu, Parin Kurji, Sue Kageler, Harvey Dicks, Mohammed Mpeza, Principal Ndlovu, Makhala Khoeli

  2. Objectives • Identify gaps • Identify possible uses • Evaluate usefulness

  3. Gaps • Suggest a more appropriate title for the guide • Reporting writing statistical outcomes • Reporting statistics • Report writing for statistics • Emphasize the need to tailor it to the audience • A guide on what to include in the Appendices • A guide on how to reference (not a prescription)

  4. Further gaps • Resource needs further examples:

  5. Further gaps • Need to include the difference between line graphs and XY graphs (Excel). • Graphs are for effect and tables are for detail. • More emphasis on including models in the methodology. • Need to include the semi-colon (Section 19) – commas and hyphens were discussed.

  6. Further gaps • Undergraduates need to be added to the list of students who should report their ANOVA tables in the Appendices. • Include and summarise statistical output in the Appendix. • Abbreviations – use the detail in full first, with the abbreviations in brackets e.g. ANOVA, et al..

  7. Possible uses • Examples could be extracted for use by lecturers teaching this subject. • Used to prepare honours and postgraduates for projects. • Critiquing work. • Doing their own work (encompassing interpretation of the results). • Extra resource for students (especially where books are not available). • For emphasising good reporting of results – this is complemented by examples (case studies).

  8. Is it useful? YES

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