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Pie charts RESEARCH PROJECTS AND DISSERTATIONS 153 These are not used all that commonly for representing psychological data, but there are circumstances where they are very valuable – for example, in representing the composition of a population where there are more than two or three components. Figure 5.6. The ethnic mix of the town where the present study took place, as self-reported in the 2001 United Kingdom Census; ethnicity is classified according to the Level 1 Groups used in that census.
154 STUDY SKILLS FOR PSYCHOLOGY STUDENTS Figure 5.6 shows the ethnic composition of a medium-sized northern English town. Note that the slices are arranged in descending order, with the largest starting at 12 o’clock, which is how the APA likes them. Reporting statistics The best way of dealing with statistics in a report is to give a simple description of what statistical test you have used and why you have chosen it, before you go into the detailed outcomes. This can be in the Methods section, particularly if it is at all complicated, or when you come to it in the Results section. If you have used straightforward tests, like comparing means with a t-test or a simple ANOVA, then you can just report the results without explanation (see below for examples). When you first write practical reports you may have been asked to begin the Results section with a description of <strong>your</strong> results in figures and tables (the descriptive statistics), followed by a separate account of <strong>your</strong> statistical analysis of the data (the inferential statistics). When you are more practised, it is better to integrate the two. Report the result in tables and/or figures, then immediately below draw conclusions, supporting these with statistics. Imagine you are reporting the results of a two-part experiment that involved pre-test training followed by a memory test. You might include two figures (not shown here) for showing the results of each part, and write: The performance of the three groups on the pre-test training is shown in Figure Y. They all performed equally well, F(2, 16) = .10, p > .05. Figure Z shows the results of the subsequent memory test. There was an overall effect of the training condition, F(2, 16) = 5.23, p < .05, and a post-hoc paired comparison showed that the results were in the predicted direction, with Group A performing better than both Group B, t(16) = 1.85, p < .05 (two-tailed), and Group C, t(16) = 3.42, p < .01 (two-tailed), and group B performing better than Group C, t(16) = 2.01, p < .05 (two-tailed). If you do get significant differences and you want to indicate how large those differences are, then it is always good to report the effect size as well. See Appendix 5 for a definition of this and some of the other common terms used in statistics.
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Successful Studying Study Skills fo
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Study Skills for Psychology Student
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For Georgina Brennan, Julia Henders
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viii CONTENTS 4.5 Preparing and pre
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Skills for Successful Study series
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xiv SERIES EDITOR’S PREFACE This
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2 STUDY SKILLS FOR PSYCHOLOGY STUDE
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References Aserinsky, E., & Kleitma
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218 INDEX Blindsight, 189 Body mass
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220 INDEX GBR see Graduate basis fo
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222 INDEX Phenomenology, 196 Piaget
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224 INDEX t-test, 209 Turnitin, 84-
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