Statistics AND Research

Scholars and authors have given several definitions of research. For instance, Clifford Woody defined research as a thorough investigation or diligent analysis carried out to discover facts or to make sense of anything. According to Mouley, research entails the methodical gathering, analyzing, and interpreting of facts in order to find a workable answer to problems (Morrison, 2007). According to Croxton and Cowden, statistics is a science that involves gathering, examining, and interpreting numerical data. There are two forms of statistics: inferential statistics, which uses information from samples to draw generalizations about the population, and descriptive statistics, which focuses on numerical data. Research is a broad concept that uses statistics which is one of the tools that can assist one to obtain answers to certain questions. However, the contribution made by statistical tools to various researchers cannot be trivialized as it plays crucial roles in bringing meaning to collected data.

Research is a broad concept that uses different models whereas statistical analysis is significantly dependent on the collected data for interpretation. Figures, charts, and percentages are some of the forms in which statistics might be presented and after that would be used in making appropriate decisions. Both Research and statistics can be independent of one another. However, Lord Kalvin was not mistaken when he remarked that one is considered to know something when he or she can measure what they are speaking about compared to one who is deemed to have little knowledge because of the inability to present facts in numerical terms. Despite the fact that non-scientific research does not require the use of statistical techniques, a big percentage of scientific research heavily depends on statistical tools during data analysis and interpretation.

The benefits associated with the use of statistics in research are insurmountable and the results are more reliable than the use of one’s hunches. Statistical techniques are applied to almost all fields like physical science, social science, medical science and should be devoid of biases and subjectivity. Statistics provides a platform for one to either consider the whole population or sample depending on the research topic, it tests the hypothesis and provides credibility for the research methodology employed. Moreover, it is possible for relationships to be examined, explain activities and attitudes easily, and thoroughly interpret and present data.

An in-depth understanding of statistics enables businesses to allocate resources appropriately minimize waiting and service cost and assists in the process of procurement so that the firm may maintain expenditures incurred at a low level. Furthermore, optimum strategic projects may be developed from the interpretation of the data and managers would be appropriate decisions. The benefits linked to the use of statistical data in research are non-discriminatory and are enjoyed by every discipline and profession. Therefore, it is imperative for one to understand the importance of research and statistics in isolation and to recognize the benefits associated with the use of both studies in the same realm.

However, despite the following limitations of statistics such as the possibility of bias the conclusion of causations from correlation, making of incorrect inferences and the use of inappropriate tests, its benefits far outweigh the limitations. Statistical techniques when employed in research aids in developing practical solutions to the problems and its validity is testable. Scholars’ insatiable desires to test theories and concepts over the years so as to support or develop new ideas have significantly propelled the importance of research and obtaining evidence as one’s opinion is not regarded to be facts.

References

ES-4: Lesson 1. DEFINITION AND SCOPE OF STATISTICS. (2017). Ecoursesonline.iasri.res.in. Retrieved 13 April 2017, from http://ecoursesonline.iasri.res.in/mod/resource/view.php?id=4734

Morrison, M. (2007). What do we mean by educational research? Research methods in educational leadership and management, 2, 13-36.