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  • Level: GCSE
  • Subject: Maths
  • Word count: 3680

Hypothesis: Students who watch less television perform better

Extracts from this document...

Introduction

Data handling: Mayfield High School

Aim: The broad context of this project is based on the 'Data Handling' part of my mathematics course. My objective is to create a hypothesis related to the students in Mayfield high school and use their data to prove or disprove my hypothesis to a certain extent.

Hypothesis: Students who watch less television perform better

Justification: It is known that television has more negative effects on the studies of students than positive effects.

  • T.V takes up a lot of time which means that the students will study less.
  • People tend to watch movies or series rather than documentaries or educational TV programmes. This means that usually watching T.V is waste of time in terms of learning.
  • T.V can influence people in negative ways. Especially teenagers who are in school.
  • T.V damages brain cells brain cells because you usually do not think when watching television. (more scientific proof)  

Using the internet, I will collect secondary data which has been already been collected from Mayfield High School. The data that I have retrieved has a list of 1183 students. This number is too high, I do not need this many for my investigation. I will need to use a random sample of these students. I have to do this without introducing bias.

It is not possible for me to choose a random sample by using personal judgment. Random samples may give results containing errors but these can be predicted and allowed for. The type of error introduced with judgmental sampling is unpredictable and thus corrections for it cannot be made. This type of unpredictable error is called bias. Fortunately, bias will not be introduced through my data collection as it secondary data and is considered to be reliable.

...read more.

Middle

8

28

Male

15

14

8

29

Male

9

2

8

30

Female

10

20

8

31

Female

15

14

8

32

Male

15

15

8

33

Female

10

5

8

34

Female

12

19

8

35

Male

14

13

8

36

Female

14

16

8

37

Male

13

19

8

38

Female

12

23

8

39

Male

12

9

8

40

Female

10

17

8

41

Male

15

15

8

42

Male

17

14

8

43

Male

10

8

8

44

Male

13

32

8

45

Female

12

14

8

46

Male

13

5

8

47

Female

17

19

9

48

Male

11

3

9

49

Male

10

16

9

50

Female

14

14

9

51

Male

12

11

9

52

Male

14

18

9

53

Female

14

22

9

54

Female

18

24

9

55

Female

15

5

9

56

Male

14

17

9

57

Female

9

11

9

58

Female

10

12

9

59

Female

12

18

9

60

Female

15

14

9

61

Male

15

14

9

62

Male

13

21

9

63

Female

15

15

9

64

Female

12

14

9

65

Male

14

5

9

66

Male

8

20

9

67

Female

13

19

9

68

Female

12

60

9

69

Male

15

22

10

70

Male

15

31

10

71

Female

14

28

10

72

Female

11

16

10

73

Male

12

6

10

74

Male

11

24

10

75

Male

12

12

10

76

Female

10

35

10

77

Male

9

65

10

78

Female

9

27

10

79

Female

11

15

10

80

Female

12

10

10

81

Male

12

10

10

82

Male

13

21

10

83

...read more.

Conclusion

Upper limit

7-9

5

5

9.6

9

10-12

27

32

61.5

12

13-15

18

50

96.2

15

16-18

2

52

100

18

Male students- Cumulative frequency table

Ks2 results

Tally

Frequency

(F)

Cumulative F

(C.F)

% of C.F

Upper limit

7-9

6

6

11.8

9

10-12

20

26

50.9

12

13-15

24

50

98

15

16-18

1

51

100

18

image11.png

image12.png

On each of the cumulative frequency graphs I drew three lines to find the lower quartile, median and upper quartile.

Male students

Lower quartile = (51+1)/4 = 13th value

Median = (51+1)/2 = 26th value

Upper quartile = [(51+1)/4]*3 = 39th value

Female students

Lower quartile = (52+1)/4 = halfway between 13th and 14th value

Median = (52+1)/2 = halfway between26th and 27th value

Upper quartile = [(52+1)/4]*3 = halfway between39th and 40th value

I then made a bigger box plot so it is easier for me to analyze.

Although the range of ks2 results is the same for both genders, the interquartile range is not. The range for both male and female students is 11. The interquartile range for male students is 3.6 and for female students it is 3. Although the boys have a higher median than the girls, their interquartile range is also higher which means that the boys are dispersed from the median while the girls are clustered around the median. This means that girls are more consistent and predictable. Whilst the boys can be very random.

I realized from my set of data that the students do not perform very well as a whole. The bar chart below shows their ks2 results.

image06.pngimage07.pngimage13.png

(box plots)

Greenfield high school is another school in England but offers better education. Clearly we can see that more students in Greenfield high school achieve higher marks.

For each gender, I will calculate the standard deviation of the ks2 results. This considers deviation of a set of data about the mean. I will show how to calculate standard deviation for one of the genders.

Calculating standard deviation (s.d) of ks2 results for male students

ks2

Mid-point (x)

x2

frequency (f)

fx

fx2

7_9

8

64

6

48

384

10_12

11

121

20

220

2420

13_15

12

144

24

288

3456

16_18

17

289

1

17

289

Total

51

573

6549

∑f = 51

∑fx = 573

∑fx2 = 6549

The formula to calculate standard (s.d) deviation is:

image02.png

Using the same method I calculated standard deviation for the female students.

For female students s.d= 1.58113883

For male student s.d= 1.483239697

...read more.

This student written piece of work is one of many that can be found in our GCSE Height and Weight of Pupils and other Mayfield High School investigations section.

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