Why People Hate Statistics Summary

Statistics provides us with very useful tools and techniques that aide us in dealing with real world scenarios. I have been able to learn several useful concepts by studying statistics that can aide me in making rational and informed decisions that are supported by the analysis results. Statistics as a discipline is the application and development of various processes put in place to gather, interpret, and analyse the information. The quantification of biological, social, and scientific phenomenons, design and analysis of experiments and surveys, and application of

Prior to this course I have used statistics in my professional life. During my previous employment at the University of Tennessee, College of Veterinary Medicine I worked in the student admissions which made my primary job focus the student application process. This process required me to compile statistical information on our applicant pool for faculty and administrative staff to determine who would be accepted. This statistical data included both categorical data, such as current grade level in undergraduate studies, gender, and ethnicity, as well as numerical data such as age, GPAs, average number of courses taken in a semester, credit hours completed, and test scores (Mirabella, 2011). After the admissions process was completed, these different

Statistics, facts, data, and comparisons are absorbing and challenging to present in a way that is anything other than, well, boring. For purposes of an informational presentation, the statistics are unavoidable. However, in this

Statistics refers to the use of numerical information in everyday life to calculate facts and figures in limitless circumstances. In addition, statistics refers to the scientific collecting, classifying, summarizing, organizing, analyzing, and interpreting numerical data. This week the class’s objectives were to apply the steps in testing a research hypothesis, to compare the means of two or more groups, and to calculate the correlation between two variables. Learning Team D’s members have reflected on each of these issues and share their insights on these objectives.

When we look around us, we may not recognize that statistics is all around. Before I began to take this course “Statistics for Managers” I was not aware of how statistics actually worked. The first idea that came to my mind about statistics was probability. Not knowing statistics and probability are related because they both determine a possible outcome. Throughout this course I have learned what statistics is and how it works. In this paper, I will describe descriptive and inferential statistics, hypothesis developing and testing, the selection of statistical tests, and how to evaluate statistical results in analyzing data.

In the video Don't Be Fooled By Bad Statistics posted by Emily Dressler three forms of bad statistics are discussed, poorly collected data, leading questions, and misuse if center. Information collected poorly will lead to misleading results and false conclusions. Dressler uses the example of data collected by researchers pertaining to magazine preference during business hours. The data is skewed because of the time of day the information was gleaned rendered the sample not representative of the entire population. Another form of bad statistics has to do with how the desired information was elicited. Leading questions may result in biased responses. Questions need to be worded carefully so the information collected is not influenced by the interviewer. Finally, the video talks about misuse of center. Data can be misleading if not appropriately analyzed. Outliers, an individual value that falls outside the overall pattern of data can prejudice the conclusion leading to incorrect assumptions. An example might be that of the man who drowned in a pond with an average dept of one inch. The pond was one quarter inch deep everywhere but in the center where there was a ten foot hole.

Statistics is defined as “the science that deals with the collection, classification, analysis, and numerical facts or data” (Dictionary.com,2012). Sometimes it is important to analyze statistical data in order to understand how something works or doesn’t work. In the case of American public education, there is tons of statistical data being thrown around, but what do all of these numbers really mean? How does this data help us? Although statistics provide clarity for constant scrutiny to the public education school system, they also help us to understand what were doing wrong in the classroom. In comparison of two different states, Nevada and Wisconsin lay at two very

I believe that in the verge of realization, in everyday life’s undertaking we are facing and practicing statistics. I was being into a serious dedication of understanding the underlined concepts of statistics and the necessary usefulness in conducting a survey. In fact, throughout the course, I did learn many factors that became useful in contacting a survey research. according to Walker et al. (2011). However, my success could not be possible without the appreciation and support of my teachers, discussion groups, and class presentations.in addition, the misguided notion of statistics being a tough course was proven otherwise since I realized that statistics make a lot of sense not only in survey research in personal life, especially in budgeting and planning for individual routines. Furthermore, the following paper provides a vivid explanation of my reflection of the survey class, with more attention paid to the concepts of statistics.

1“The Cult of Statistical Significance” was presented at the Joint Statistical Meetings, Washington, DC, August 3rd, 2009, in a contributed session of the Section on Statistical Education. For comments Ziliak thanks many individuals, but especially Sharon Begley, Ronald Gauch, Rebecca Goldin, Danny Kaplan, Jacques Kibambe Ngoie, Sid Schwartz, Tom Siegfried, Arnold Zellner and above all Milo Schield for organizing an eyebrow-raising and standing-room only session.

In his 2013 book, Naked Statistics, Charles Wheelan explains a field that is commonly seen, commonly applied, and commonly misinterpreted: statistics. Though statistical data is ubiquitous in daily life, valid statistical conclusions are not. Wheelan reveals that when data analysis is flawed or incomplete, faulty conclusions abound. Wheelan’s work uncovers statistics’ unscrupulous potential, but also makes a key distinction between deliberate misuse and careless misreading. However, his analysis is less successful in distinguishing common sense from poor judgement, a gap that enables the very statistical issues he describes to perpetuate themselves.

In our textbook, Stephen Lucas (2012) writes, “Darrell Huff exploded the notion that numbers don’t lie. Strictly speaking, they don’t. But they can be easily manipulated and distorted” (Lucas, 2012, p. 148). He then gives examples of how easily statistics can be used to deceive instead of inform. Statements that are made can have some truth to them. However, they tend to omit certain specifics that could persuade one to believe that it is the truth, the whole truth and nothing but the truth. Statistics can be used to mislead invalidating a theory or to support an opinion.

Statistics and the Christian Worldview In the world of statistics, it can be argued that there are some questions in how ethical statistics can be. Whether or not it is always truthful and what can be done to make it more trustworthy to even those with a Christian worldview. This essay will go through some of the underlying issues of statistics and how it can be incorporated into a Christian worldview.

I found it most difficult to understand the idea of how diverse the usage of statistics in an average day. The idea that probability and other statistical concepts exist in our world through real-life examples fascinates me. This created unrest in me because it is easy to fall into the trap of simply believing what one sees at first glance. This way of thinking could create problematic

Damned Lies and Statistics Reflection Damned Lies and Statistics by Joel Best gives the reader a whole new perspective on the idea of quantitative data. His central argument is that just because someone gives you a statistic doesn’t mean that statistic is accurate. He informs people to pay attention to the statistics that they see and hear about. People naturally assume that because they are being given a number, that number has to be true. Joel Best teaches us to be more observant of numbers and to ask questions such as who is presenting these numbers and why they are presenting them.

Source: G. C. Britz, D. W. Emerling, L. B. Hare, R. W. Hoerl, & J. E. Shade. "How to Teach Others to Apply Statistical Thinking." Quality Progress (June 1997): 67--80.