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  • Level: GCSE
  • Subject: Maths
  • Word count: 2514

GCSE Maths Statistics Coursework

Extracts from this document...

Introduction

GCSE Maths Statistics Coursework

Academic intelligence is different to IQ intelligence you can be less intelligent academically but more intelligent logically (IQ).

This is my GCSE Maths Coursework. I will be analysing some data from Mayfield high school.

Hypothesis: The higher the IQ the higher the SAT’s Results. The results that I receive will help me to find out who is more intelligent – males or females and year 10 or year 11, I think that the females in my sample will have a higher average SAT’s result than the males.


Plan: To prove my hypothesis I will have to do a number of things like:  I will have to break my data down to get a sample, I will also have to break my data down into different categories: IQ, SAT’s Results, year group and gender, I will also need to find the average SAT’s results of each person in my sample as I need to know what the person has achieved as a whole otherwise I will be plotting the same plots over and over again, and that wouldn’t give me a good correlation.

I will be getting my sample by using systematic sampling, I will have 80 people in my sample (40 male and 40 female). I will choose my sample by randomly selecting every 5th

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Middle

106

4

4

4

4.0

10

Male

109

5

5

5

5.0

10

Male

109

4

5

5

4.7

10

Male

116

5

5

5

5.0

10

Male

117

5

5

4

4.7

11

Female

82

3

3

3

3.0

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Female

87

4

2

3

3.0

11

Female

92

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4

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3.7

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Female

96

5

5

3

4.3

11

Female

98

3

3

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3.0

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Female

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3

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3.0

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Female

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4

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4.0

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Female

100

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4.0

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Female

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4.0

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Female

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Female

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3.7

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Female

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4.0

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Female

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4.0

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Female

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Female

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Female

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Female

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Female

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Female

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5.0

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Female

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6.0

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Male

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2.0

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Male

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3.0

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Male

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3.0

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Male

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Male

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Male

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Male

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Male

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Conclusion

I think that I have proved my sub-hypothesis females in my sample will have a higher average SAT’s result than the males as my scatter diagrams show me that the female (as a whole graph) has a better correlation than the male scatter diagram. My Average SAT’s Results box plot also shows that the female median is higher than the male median.

With my cumulative frequency graphs I wasn’t able to come to a clear conclusion about who was more intellectually smarter males or females, year 10 or year 11, to was because the results varied in both cumulative frequency graphs (IQ and Average SAT’s Results). The median for males was higher than the median for females in the IQ cumulative frequency graph whereas in the Average SAT’s Results graph the females had a higher median then the males. This same problem occurred with the Average SAT’s Results box plots.

Evaluation:

The limitations in my data were that I never had enough variables. If I had more time or if I were to do to this investigation again I would extend my investigation by adding in other variable such as: favourite subject, average number of hours TV watched per week, favourite subject (if a student enjoys English, maths or science they will be motivated to do better and push themselves further to achieve there highest potential grade).

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