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# Is there a Correlation between GCSE Mathematics and English Literature scores?

Extracts from this document...

Introduction

Is there a Correlation between GCSE Mathematics and English Literature scores?

Aim:

The aim of my investigation is to find out if there is any correlation between individual’s scores in GCSE Mathematics and English Literature. Also, I aim to find out whether the correlation (if present) is negative or positive.

Reason for Investigation:

I have decided to investigate this as at my previous high school many of my teachers, but in particular my English literature teacher, thought that if a pupil was a high achiever in the English Literature GCSE then it was unlikely that they were also a high achiever in the Mathematics GCSE. She had reached this conclusion through the knowledge that English Literature is a creative subject where’ as Mathematics depended more on logic and Memory. If her conclusion proved to be correct my results will have a negative correlation. This would mean that if the scores in Mathematics were high she would expect the individual’s results in English Literature to lower.

I disagree with her conclusion. I think that if you are a high achiever in English Literature you will also be a high achiever in Mathematics. I think that as both subjects are challenging and require analysis of the text/results that both subjects depend on the pupil having a high intelligence.

Middle

-2.08

2.3104

4.3264

3.1616

4

4

0.48

0.92

0.2304

0.8464

0.4416

5

4

1.48

0.92

2.1904

0.8464

1.3616

4

2

0.48

-1.08

0.2304

1.1664

-0.5184

2

0

-1.52

-3.08

2.3104

9.4864

4.6816

7

8

3.48

4.92

12.1104

24.2064

17.1216

0

0

-3.52

-3.08

12.3904

9.4864

10.8416

1

1

-2.52

-2.08

6.3504

4.3264

5.2416

5

5

1.48

1.92

2.1904

3.6864

2.8416

4

2

0.48

-1.08

0.2304

1.1664

-0.5184

2

2

-1.52

-1.08

2.3104

1.1664

1.6416

0

0

-3.52

-3.08

12.3904

9.4864

10.8416

5

5

1.48

1.92

2.1904

3.6864

2.8416

3

2

-0.52

-1.08

0.2704

1.1664

0.5616

3

2

-0.52

-1.08

0.2704

1.1664

0.5616

3

3

-0.52

-0.08

0.2704

0.0064

0.0416

4

3

0.48

-0.08

0.2304

0.0064

-0.0384

1

1

-2.52

-2.08

6.3504

4.3264

5.2416

3

3

-0.52

-0.08

0.2704

0.0064

0.0416

5

4

1.48

0.92

2.1904

0.8464

1.3616

4

2

0.48

-1.08

0.2304

1.1664

-0.5184

6

3

2.48

-0.08

6.1504

0.0064

-0.1984

5

4

1.48

0.92

2.1904

0.8464

1.3616

1

2

-2.52

-1.08

6.3504

1.1664

2.7216

6

5

2.48

1.92

6.1504

3.6864

4.7616

1

2

-2.52

-1.08

6.3504

1.1664

2.7216

0

0

Conclusion

Accuracy and Refinements

As my data was obtained as secondary data I am relying on someone else’s data. I obtained my data from Thistley Hough High school. As I did not collect the data myself, I do not know how accurate the data is. There may have been an element of human error, in that the raw data entered into the tables by a teacher/member of staff at Thistley Hough high school may have been entered or copied incorrectly from their records.

The restrictions that I found from using Thistley Hough High school as a source for my data, is that they did not give me all the data which I required to ensure my sample would be representative. I had originally asked for the sex of the pupil so that I could of worked out the percentages of each sex present in they year 11 class and then I could have taken a stratified sample which would improve the quality of my work. If I were to repeat this investigation I would do this.

The restrictions of my sample method were that although it was quite representative due to just over 30% of the population being selected as my sample, it may or may have not been representative of the true amount of males and females present in the class. As I have already concluded I would refine my sample method as I would make it stratified.

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