• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14
  15. 15
    15
  16. 16
    16
  17. 17
    17
  18. 18
    18
  19. 19
    19
  20. 20
    20
  21. 21
    21
  22. 22
    22
  23. 23
    23
  24. 24
    24
  • Level: GCSE
  • Subject: Maths
  • Word count: 1853

Maths data investgation

Extracts from this document...

Introduction

PLAN

In my investigation I will try to find a relationship between Attendence (%) and GCSE maths (%) of from a sample of 200 students. I will be usin a set of secondary data to pick my sample of students.

To start my investigation by picking 25 random students from the sample, I will do this by using a calculator.

SHIFT + RAN# =

However I have found that the method of random sampling is not accurate as the calculator was giving me larger numbers than the sample size. Also I have found that random sampling does not give me an even spread of data, therefore my sample of data will be inaccurate.

Futhermore I have chose to use a more systamatic approach. Therefore I will get a sample with an even spread of data which will be spead out over the sample rather then clustered.

I have chosen to systamatically pick a sample of 25 by picking every 8th student from the data.

200/8 = 25

After choosing my sample of 25 I will go on to organise my data by putting my data into a tally. Once I have done this I will show my data onto a bar graph comparing the Attendence (%) and GCSE maths (%) simply to show me the mode. To display my data properly I will use a frequency polygon. I then will go on to do a stem and leaf diagram comparing the Attendence (%) and GCSE maths (%) of students to find out the median.

...read more.

Middle

Attendence (%)

Sex

Maths (%)

85.4

M

49

70.7

M

21.9

75.7

M

37.3

83.7

M

50

73.7

M

58.3

88.6

M

46.9

87.4

M

55.4

81.8

M

38.6

82

M

47.1

82.1

M

57.9

96.3

M

72.1

91.2

M

58.1

76.2

M

26.5

94.1

M

52

76.5

M

45

75.6

M

55.2

96.9

M

41.9

81.1

M

58.9

74.1

M

52

89.9

M

58.5

80.2

M

34.9

60. 8

M

27.1

86

M

52.7

82.4

M

36.9

79.1

M

66.2

Attendence (%)

Sex

Maths (%)

62.8

F

29.2

58.8

F

15.6

83.4

F

85

72.6

F

57.2

89.5

F

84.7

87

F

79

77.6

F

62.1

82.8

F

70.3

83.5

F

80.1

82

F

80.2

90

F

83.2

99.1

F

98.5

58.2

F

10.2

73.1

F

56.8

86.3

F

82.3

78.4

F

57.7

96.6

F

100

75

F

60.8

76.5

F

51.9

93.2

F

95.3

86.2

F

73.8

85.4

F

73.9

61.7

F

26.6

96

F

99.1

61.1

F

26.2

Attendence (%)

Tally

Frequency

60>Att<70

1

70>Att<80

8

80>Att<90

12

90>Att<100

4

Tally chart for Male data- Attendence (%)

I have found there only 1 male student who has Attendence (%) between 60>Mth<70.

The majoraty of male students have a Attendence (%) beween 80>Mth<90.

Tally chart for Male data GCSE maths (%)

GCSE maths (%)

Tally

Frequency

20>Mth<30

3

30>Mth<40

4

40>Mth<50

5

50>Mth<60

11

60>Mth<70

1

70>Mth<80

1

...read more.

Conclusion

BOYS

HEIGHT

TALLY

FREQUENCY

140<h<149

1

150<h<159

9

160<h<169

10

170<h<179

8

180<h<189

2

                     =30

WEIGHT

TALLY

FREQUENCY

40<w<49

5

50<w<59

11

60<w<69

10

70<W<79

4

=30

From the two tables after analysing I conclude the modal height to be between 160-169. I also conclude the modal weight to be between 50-59 just about!

GIRLS HEIGHT

HEIGHT

TALLY

FREQUENCY

140<h<149

3

150<h<159

13

160<h<169

9

170<h<179

5

                     =30

WEIGHT

TALLY

FREQUENCY

30<W<39

2

40<W<49

16

50<W<59

8

60<W<69

5

=30

After thorough analysis I find the modal height to be between 150-159 I also find the modal weight to be between 40-49.

image03.png

After thoroughly investigating my data, I felt their was an easier way to compare my data rather than getting individual bar charts. Their happened to be an easier option which was to do a dual bar chart.

After observing this data, I find the boy’s modal was higher than the girls.

WEIGHT

MEAN

MODE

MEDIAN

RANGE

BOYS

GIRLS

I have used the bar chart as there were the same number of boys to girls in this case. If there was to be different amounts of boys to girls I would have used a pie chart.

After observing this data, I find the boy’s modal was higher than the girls proving my hypothesis of “the taller you are the heavier you are”.

All three measures (mean, mode, range) are greater for boys than for girls. In conclusion, although there are some shorter boys and taller girls this evidence suggests that, in general boys are taller than girls.  

image04.png

...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.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Height and Weight of Pupils and other Mayfield High School investigations essays

  1. Is there a link

    Therefore, since positive correlation is clearly indicated by the scatter diagram, I can conclude that there is a link between ability in Maths and ability in Science. For all intents and purposes, having now established, on the basis of my sample of 30 students, that there is a link between

  2. Maths Data Handling

    Limitations Similar to the first section of the investigation, there are limitations that involve the different lifestyles of students that cannot be controlled. This means that there are diverse diets and also different metabolic rates that could affect the height and weight of each student.

  1. Mayfield maths courswork - is there a link between abilty in maths and abilty ...

    ability in Maths and ability in Science, I have now fulfilled my aim and could conclude my project. However, having already separated my sample data into a male / female divide, I shall see whether the link between ability in Maths and ability in Science is in turn linked to gender.

  2. Mayfield data

    47 8 Burton Prudence 1.59 52 8 Campbell Julia 1.41 30 8 Kudray Rebecca 1.54 52 8 Water Rebecca 1.55 57 9 Atkins Patience 1.57 40 9 Bagnall veronica 1.49 37 9 Dixon Mary 1.49 52 9 Kelsey Sannita 1.62 46 9 Mosler Samantha 1.58 36 10 Bhatti Hannah 1.72

  1. I will be testing the following hypothesis in my pilot study: ...

    This is because it shows how the outcome of my results would differ between the two graphs (before and after). There are two methods for calculating the outliers. One is using the Standard Deviation and the other is calculating the Interquartile Range.

  2. Mayfield Maths Coursework

    I will use a scatter graph because I want to see the relationship between the IQ and the Key Stage 2 results. If my prediction is correct there should be a positive correlation - showing that the higher the IQ results the higher the Key Stage 2 results will be.

  1. Investigation on Attendence and Grade Mayfield High

    and GCSE maths (%). I will then go on to do a cumulative frequency diagram this will show me a spread of my data. I will then find the upper quartile, lower quartile and the median. By doing this I will do a box and whiskers diagram using the box and whiskers I will compare my results.

  2. Data Handling Maths Coursework

    I think that this hypothesis will apply to all students, no matter their age or year group. 4. The height and weight of all pupils follow normal distribution I think that all heights and weights are going to be normally distributed. The normal distribution curve- a bell-shaped curve- (figure 1)

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work