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  • Level: GCSE
  • Subject: Maths
  • Word count: 5359

Mayfield Maths Coursework

Extracts from this document...

Introduction

Maths Coursework

My Hypothesis

The hypotheses that I will investigate are:

1: The higher the IQ results the higher the Key Stage 2 results. I think that this is true because both the IQ and the key stage 2 levels are meant to be indicators of intelligence. If this is true then the two should have a fairly large degree of correlation

2: Girls are more intelligent than boys. I want to test this as many reports over the last few years have said that girls are much more intelligent than boys, I want to see if this is true with the sample that I have chosen.

Introduction

I am going to investigate the relationship between the IQ and the Key Stage 2 results for English, Maths and Science. I will compare the IQ results with the Key Stage results to find out if there is a correlation. I will then use a sample to test the hypothesis that girls are cleverer than boys. I will find this using information about a school called Mayfield Data High School, which was provided by the exam board.  

The spreadsheet provided by the exam board contains 1183 sets of data. This would be too many to investigate and so, for my research so I will use 10% of the data (approximately 120), which should be large enough to give me accurate results.

For my investigation I will only need to use the following information to help me with my task:

  • The IQ
  • KS2 results for English, Maths and Science for girls and boys.
  • The year group that the pupil is in (year 7, 8,9,10 or 11).

Plan

As the exam board has provided this information, it is likely that the information provided is reliable and that it shows no bias.  

...read more.

Middle

10

Male

3

3

3

3

90

9

Female

3

4

3

3.333333333

88

11

Female

3

3

4

3.333333333

89

8

Female

4

3

3

3.333333333

91

11

Female

4

3

3

3.333333333

98

11

Male

3

4

3

3.333333333

89

8

Male

4

3

3

3.333333333

91

8

Male

3

4

3

3.333333333

92

8

Male

3

3

4

3.333333333

92

9

Male

4

3

3

3.333333333

92

9

Male

3

3

4

3.333333333

92

9

Male

4

3

3

3.333333333

92

7

Male

3

3

4

3.333333333

97

11

Male

4

3

3

3.333333333

98

11

Female

3

4

4

3.666666667

91

8

Female

3

4

4

3.666666667

94

8

Female

3

4

4

3.666666667

96

9

Female

3

4

4

3.666666667

97

11

Female

4

4

3

3.666666667

98

11

Female

3

4

4

3.666666667

98

8

Female

3

4

4

3.666666667

100

7

Female

3

4

4

3.666666667

101

8

Female

4

3

4

3.666666667

102

8

Male

4

4

3

3.666666667

96

8

Male

4

3

4

3.666666667

97

7

Male

4

3

4

3.666666667

98

7

Male

4

3

4

3.666666667

98

7

Male

3

3

5

3.666666667

102

7

Male

3

3

5

3.666666667

104

7

Male

4

3

4

3.666666667

104

10

Female

4

4

4

4

90

9

Female

5

4

3

4

97

10

Female

4

4

4

4

99

10

Female

4

4

4

4

100

10

Female

4

4

4

4

100

10

Female

4

4

4

4

100

10

Female

4

4

4

4

100

10

Female

4

4

4

4

100

7

Female

4

4

4

4

100

7

Female

4

4

4

4

101

8

Female

4

4

4

4

101

8

Female

4

4

4

4

101

8

Female

4

4

4

4

101

8

Female

5

3

4

4

102

9

Female

4

4

4

4

103

9

Female

4

4

4

4

103

7

Female

4

4

4

4

104

11

Female

4

4

4

4

106

10

Female

3

4

5

4

106

8

Male

4

4

4

4

97

11

Male

4

4

4

4

98

10

Male

4

4

4

4

100

7

Male

4

4

4

4

100

7

Male

4

4

4

4

100

9

Male

4

4

4

4

100

9

Male

4

4

4

4

100

11

Male

4

4

4

4

100

7

...read more.

Conclusion

English

Maths

Science

Level 1

0

0

0

Level 2

1

1

1

Level 3

30

31

24

Level 4

55

56

63

Level 5

33

31

30

Level 6

1

1

2

TOTAL

120

120

120

By looking at the graph I can see that for each of the levels the subject frequencies are quite close.

Histogram

This is the information that I used to draw my histogram.

Range

Frequency

Frequency Density

70-80

3

3/10=0.3

80-90

11

11/10=1.1

90-95

12

12/5=2.4

95-98

14

14/3=4.67

98-100

15

15/2=7.5

100-102

15

15/2=7.5

102-105

18

18/3=6

105-1110

18

18/5=3.6

110-120

12

12/10=1.2

120-130

2

2/10=0.2

By looking at the graph I can see that

Conclusion

Although using my sample, I have shown that girls are more intelligent than boys there are some results which would make me think that my findings are not that reliable. To start I found that girls have a mistake IQ and their cumulative frequency graph is to the right of that for the boys would both seem to show that girls are more intelligent however, this difference is very small and one or two results would well change there findings. On the other hand, the results for the boys shows less variation (with lower interquartile ranges, lower ranges and lower standard deviation) and these would seem to show that the boys results are more reliable. The findings overall are therefore very mixed and do not either strongly prove or disprove my prediction.

There are also several other limitations that need to be taken into accord when looking at my results, these are shown below:

  • We were give this data by the exam board (i.e. secondary data and therefore have no idea as to how accurate the data is. As a result everything we have found out maybe completely wrong.
  • When choosing my sample I found that 1 piece of data needed to be replaced as it was anomalous. In a normal school this would probably be caused be a typographical error by the admin staff. The data may well contain many more of these errors which again would make my findings unreliable.

The only way to improve this investigation would be to obtain sets of primary data and go through the whole investigation again.

MATHS coursework: Mayfield         Page

...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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