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Statistics and Lies: Assessing the Value of Collected Data.

Researchers and those who work from knowledge based upon their research findings rely heavily on statistical reports that are constructed in many different forms. There are two main branches of statistical methods - descriptive statistics which behavioral scientists use to summarize and make understandable, or to describe, a group of numbers from a research study (Aron, Aron, & Coups, 2008).

The other main branch of statistical methods is inferential statistics. Behavioral and social scientists use inferential statistics to draw conclusions and inferences that are based on the numbers from a research study, but go beyond these numbers (Aron et al, 2008).

As stated above, scientists collect data and create what we call bars and graphs from the information gathered in order to make sense of patterns of behavior or other kinds of data. When their information is translated into a display using tables or graphs, the information is easily interpreted, in most cases, and depended upon to support theories and beliefs about the particular study being done.

For example, a frequency table shows the approximate number of times a certain behavior occurs. In a study that investigates the amount of stress students are experiencing, the variable (stress) may be determined using a scale of 0 - 10, perhaps. 0 would represent the least amount of stress possible, and 10 would represent the most amount of stress a student could feel.

Now let's say this study is being done by a university professor who teaches this class, and who does not want to indicate that his class is particularly stressful. He may do a number of things to impress upon the students beforehand, the importance of positive responses, or try to influence the students' responses this way. Or he may construct the questions in a double negative or other format that purposely confuses the students into responding with only answers that reflect positively on the professor. There are a variety of ways the study can be skewed to produce a good outcome. The more students reporting small amounts of stress would show that the class is not stressful, and that the professor has provided a relaxing and welcoming atmosphere in the classroom, making the learning process as stress-free as possible. He or she has a personal interest in the study.

Conversely, the same professor may want to impress upon the university that the material he or she is teaching is much too difficult

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