Comparing Data using Summary Statistics (College Board AP® Statistics)

Study Guide

Mark Curtis

Written by: Mark Curtis

Reviewed by: Dan Finlay

Comparing data using summary statistics

  • Any of the numerical summaries (e.g., mean, standard deviation, relative frequency, etc.)

    • can be used to compare two or more independent samples

How do I compare two data sets?

  • You may be given two sets of data that relate to a context

  • To compare data sets, you need to

    • compare their measures of center

      • Mode, median or mean

    • compare their measures of spread

      • Range, interquartile range or standard deviation

    • comment on the shape of the distribution of the data

      • Skew, symmetry

    • comment on any unusual features

      • Outliers (extreme values), gaps, clusters (groupings of data values), multiple peaks in the shape of the distribution

How do I write a conclusion when comparing two data sets?

  • When comparing features, you need to

    • compare numerical values or calculate summary statistics

    • describe (interpret) what this means in real life 

  • For example, some good ways to describe a measure of spread (variability) are:

    • "A smaller spread of scores means...

      • scores are closer together"

      • scores are more consistent"

      • there is less variation in the scores"

Examiner Tips and Tricks

When comparing data sets, always remember to relate any numerical values to the context in the question. You may need to copy the exact wording from the question a few times.

What restrictions are there when drawing conclusions?

  • The data sets may be too small to be truly representative

    • Measuring the heights of only 5 pupils in a whole school is not enough to talk about averages and spreads

  • The data sets may be biased

    • Measuring the heights of just the older year groups in a school will make the average appear too high

  • The conclusions might be influenced by who is presenting them

    • A politician might select the specific type of average that helps to strengthen their argument!

  • You may need to choose which measure of center or measure of spread to compare

    • Check for outliers (extreme values) in the data

      • If there are outliers, avoid using the mean, standard deviation and range as they are affected by extreme values!

Worked Example

The number of goals scored per game by a soccer team throughout the soccer season is recorded. The results from the last season and the results from the current season are shown in the boxplots below. Compare the performance of the team last season with the performance of the team this season.

Two horizontal boxplots comparing the last season and the current season.

Answer:

You need to compare

  • a measure of the centers of the data sets (the medians)

  • the spread of the data (either the range or the interquartile range)

  • the shape of the distributions (skew or symmetry)

  • and any unusual features (e.g. outliers)

The median of goals scored per game last season is 3 goals per game
This is less than the median of goals scored per game this season, 4 goals per game
So, on average, the number of goals scored per game has increased
This suggests the team has improved

The interquartile range of goals scored per game last season is 4 − 1 = 3 goals
This is less than the interquartile range of goals scored per game this season, 8 − 2 = 6 goals
So, the number of goals scored per game this season is more spread out compared to last season
This suggests the team were playing more consistently last season than this season

For last season, the median is closer to the third quartile, giving a negative (left) skew of goals scores per game
This season, the median is closer to the first quartile, giving a positive skew of goals scores per game

There were no outliers or unusual features last season and there are no outliers or unusual features this season

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Mark Curtis

Author: Mark Curtis

Expertise: Maths

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.

Dan Finlay

Author: Dan Finlay

Expertise: Maths Lead

Dan graduated from the University of Oxford with a First class degree in mathematics. As well as teaching maths for over 8 years, Dan has marked a range of exams for Edexcel, tutored students and taught A Level Accounting. Dan has a keen interest in statistics and probability and their real-life applications.