Analysis & Conclusions (Cambridge (CIE) IGCSE Geography)

Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Analysis & Conclusion

Analysis

  • Once data has been collected and presented, it needs to be analysed

  • Analysis is the process that makes sense of the data collected

    • It identifies patterns, trends, significance, connections, and/or meaning in the data 

  • The analysis of data involves several stages

    • Describe the data shown in the graphs/photographs/maps

    • Identification of the highest and lowest results

    • Identification of any patterns and trends

    • Identification of any relationships between data

  • Methods of analysis depend upon the data collected

  • Quantitative data is analysed using numerical and statistical methods

Numerical and statistical skills

  • Statistical methods can be used to help explore and explain the results gathered during data collection

Mean, median and mode

  • These are measures of central tendency

  • The mean (average) is calculated by adding up all of the values in the data set and then dividing by the total number of values in the data set

  • The median is the middle value of a set of data. The numbers are arranged in rank order and then the middle value is selected

  • The mode is the value that occurs most frequently in a set of data

Range 

  • A measure of dispersion—the spread of data around the average

  • The range is the distance between the highest and lowest value

  • The interquartile range is the part of the range that covers the middle 50% of the data

Anomalies

  • These are results that do not fit the pattern or trend

  • They need to be described and explained

Analysing photographs and field sketches

  • Annotation of photographs and field sketches is part of the analysis 

  • The use of photographs and field sketches is a qualitative analysis

  • Analysis in annotation gives meaning to the features shown in the photograph/field sketch

10-1-2-annotated-photograph

Conclusion

  • The fieldwork conclusion should:

    • return to the hypothesis and aim

    • identify any evidence that supports the hypothesis 

    • outline any evidence that contradicts the hypothesis

    • describe and explain any links to geographical theories

    • acknowledge any unusual results

    • state whether the hypothesis is supported or not

  • A key focus in the fieldwork questions in the exam is the evaluation of data collection

  • Enquiry evaluation should:

    • identify any problems with, or limitations of, data collection methods

    • suggest other data that would have been useful in the study or improvements that could be made

    • evaluate how reliable the conclusions were

    • suggesting how the scope of the study could be extended

Data collection - problems and limitations

  • There are always issues and limitations associated with data collection; they may include:

    • Accessibility of sample sites—could all sample sites be accessed?

    • Sample size: Was the sample size large enough?

    • Duration of the data collection—was the enquiry time long enough to collect the data needed?

    • Methods: Were the questionnaire questions appropriate to meet the aim and test the hypothesis?

    • Were there any issues with the equipment?

    • Was there any human error in the process of recording data or reading the equipment?

    • Time of the data collection—did the weather or time impact the results collected?

    • Unforeseen issues—were there any problems on the day, such as road works and river flow, that affected the results?

Other data and improvements

  • There are always improvements that could be made to data collection; these may include:

    • increasing the sample size

    • taking more measurements 

    • looking at a wider range of secondary sources

    • using other equipment—a flow meter would be more accurate for measuring river velocity than a float

Evaluating the conclusions

  • To evaluate the conclusion, students should examine whether the

    • conclusions reflect the aims and hypothesis set out at the start of the enquiry

    • aim and hypothesis were appropriate—could the hypothesis be easily assessed?

    • location was appropriate 

    • accuracy of results could be improved if the data collection were to be repeated

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.