Survey Findings Reporting

Overview

This lesson is Lesson 12 of 16 in the unit “Designing Effective Questionnaires”. Students learn how to write a clear, valid report from their own survey results, focusing on structure, wording, and presenting findings appropriately.

Learning intentions

Students will:

• WALT write a short statistical survey report that matches the purpose of the questionnaire
• WALT present numerical findings clearly using appropriate summary statistics and charts
• WALT interpret results cautiously by linking findings back to the investigated questions

Success criteria

Students can:

• I can structure a report with clear sections (purpose, method, results, interpretation, limitations)
• I can present findings using suitable summaries (e.g., mean/median, percentages) and readable visuals
• I can write interpretation sentences that connect results to the survey question
• I can include survey limitations (e.g., sampling and non-sampling issues) in a way that fits the context

Curriculum links

• AS91263 — Design a questionnaire (students use their designed questionnaire and justify choices already made)
• AS91266 — Evaluate a statistically based report (students identify and comment on survey features and possible errors to support evaluation)
• Statistical literacy and communication: presenting, interpreting, and evaluating information from surveys for intended audiences

Lesson structure (60 minutes)

1. 0–5 min · Prompt & model. Teacher shows a brief “good report” excerpt with headings and interpretation sentences; students identify what makes it clear. Students circle the section titles and underline any interpretation statements.
2. 5–15 min · Mini-teach: report structure. Teacher introduces a report template aligned to purpose and findings; students annotate the model with the purpose → method → results → interpretation flow. Students complete a quick “match the sentence” task (e.g., which sentence belongs in Results vs Interpretation).
3. 15–30 min · Student work: draft Results section. Teacher checks that each group has their chosen displays and summary statistics ready (from earlier lessons). Students draft the Results section using their own numbers, including at least one chart and one set of summary statistics.
4. 30–40 min · Student work: write interpretation carefully. Teacher teaches interpretation language stems (e.g., “The data suggest…”, “In this sample…”, “This may be influenced by…”). Students write 3–5 interpretation sentences linking results to each survey question.
5. 40–50 min · Limitations & quality notes. Teacher guides students to include brief survey evaluation points: sampling method, sample size impact, and possible sources of variation/bias. Students add a short “Limitations” subsection with at least two points that fit their survey.
6. 50–57 min · Peer feedback using checklist. Teacher sets a checklist: clarity of headings, accuracy of statements, visuals labelled, interpretation not over-reaching. Students swap drafts and give one “Glow” and one “Grow” comment.
7. 57–60 min · Exit ticket: one improvement. Teacher collects a quick exit slip: “One change I will make after feedback is…”. Students submit their single improvement and highlight where they will revise.

Resources

• Student survey report template (provided)
• Draft questionnaire and survey results dataset/displays
• Calculator or spreadsheet access (as previously used)
• Printed chart paper or digital slide area for one visual per report
• Report checklist (headings, visual labels, interpretation wording, limitations)
• Dyslexia-friendly version of the template (larger font, short lines, sentence starters)
• Highlighters/pen colours for headings vs interpretation vs limitations

Assessment

• Teacher formative check during drafting: listens for interpretation that matches the survey question and avoids over-generalising beyond the sample
• Peer checklist feedback for structure, clarity, and visual presentation
• Exit ticket to confirm students know what to revise (targeting the next steps in report writing)

Differentiation

• Support:
• Provide a report template with sentence starters for Results and Interpretation (e.g., “The largest group was…”, “A possible reason for this difference is…”)
• Dyslexia-friendly reading options: a simplified template with larger font, fewer words per line, and pre-written heading cues
• Targeted scaffolds:
• Require only one chart for learners who need it; others add an additional chart or comparison
• Provide a “safe wording” bank to reduce over-claiming (focus on sample-based statements)
• Extension (advanced learners):
• Add a “Future research recommendations” subsection: propose one improved sampling plan, one extra variable to measure, and one reason it would strengthen the conclusions
• Include a brief comparison of two summary measures (e.g., mean vs median) and justify which is more appropriate for their data shape
• Language/learning needs:
• Allow oral rehearsal before writing (students speak their interpretation to a partner; then write the final sentence)
• Provide exemplars of correctly labelled graphs and what good interpretation looks like for percentages vs means

Extension (optional)

• Add a short “Future research recommendations” subsection for students ready for more depth: one specific improvement to sampling or measurement and one expected effect on the reliability of findings.