• 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
  • Level: GCSE
  • Subject: Maths
  • Word count: 3423

Mayfield School Mathematics Statistics Coursework

Extracts from this document...

Introduction

Is there a link

between ability in Maths and ability in Science?

Introduction

I would like to know whether there is a link between ability in Maths and in Science in the Year 7, 8 and 9 students at Mayfield High School. My initial thoughts are that there is a link between the two because Maths and Science share some of the same attributes - they both involve formulae, they both require logical ability, and they both use numbers. Furthermore, I think that someone with an interest in Maths will also have an interest in Science, and so will probably work hard at both.

Data Collection

To investigate this link, I will use the Key Stage 2 results from the Mayfield High School database. There are 813 Year 7, 8 and 9 students listed in the database, so to save time I will base my investigation on a sample of 30 of these students.

Bias is anything that occurs when taking a sample that might prevent the sample from being a true representation of its parent population. To avoid bias, I will ensure that my selection of the sample is completely random. To ensure a random selection, I will use a random number generator on my calculator. In the database, the students are numbered from 1 to 813. As the random numbers appear on my calculator, I will record the associated data in two or three tables, once for all 30 students, one just for males and one just for females. I have decided to do this as I suspect that any link between ability in Maths and in Science may also in turn be linked to gender.

...read more.

Middle

Males

Females

11

9

11

9

9

11

[Table 8: Male/Female Stratified Sample]

Now that I know the number of males and females that I want in my sample of 20 from each year group, I will collect my data. To do so, I will use the same strategy as earlier in my investigation; I will generate the required number of random numbers on my calculator and then record the associated data in a set of tables.

I now have the data shown in appendix C at the rear of this project.

Analysis (2)

To ascertain whether the link between ability in Maths and in Science varies with each year group, I need to identify the strength of the relationship between these subjects in each of the year groups. Looking back through my previous analysis, I therefore feel that the most efficient method to once again adopt is the calculation of the productmoment correlation coefficient for each year group and then compare these.

So, to extend my analysis in such a manner, I will now carry out the required calculations for my new set of data. Below is a table to show the result of my calculations:

Product-Moment Correlation Coefficient

Year 7

Year 8

Year 9

  0.61

  0.74

  10.85

[Table 9: Year 7/ 8/ 9 Product-Moment Correlation Coefficients]

As we know from before, the calculation of the product-moment correlation coefficient is such that it will lie between 1 and -1, with 1

meaning that there is perfect positive correlation, 0 no correlation and -1 perfect negative correlation. From the above values, we can clearly see that, on the basis of a stratified sample of 20, the link between ability in Maths and ability in Science is greater in Year 9, than in Year 8 and in turn, than in Year 7.

...read more.

Conclusion

colspan="1" rowspan="1">

5

5

4

5

4

4

4

3

3

4

Appendix B

Calculations For Table 8:

Year 7 Males Stratified Sample = (151/282) x 20 =11

Year 7 Females Stratified Sample = (131/282) x 20 = 9

Year 8 Males Stratified Sample = (145/270) x 20 =11

Year 8 Females Stratified Sample = (125/270) x 20= 9

Year 9 Males Stratified Sample = (118/261) x 20 = 9

Year 9 Females Stratified Sample = (143/261) x 20 =11

Calculations For Tables 1 and 2:

Mixed Maths

x

Frequency

(f)

fz

fx

2

3

4

5

2

5

13

9

4

15

52

45

8

45

208

225

29

116

486

Mixed Science

(y)

Frequency

(f)

fy

fy2

2

3

4

5

2

3

12

12

4

9

48

60

8

27

192

300

29

121

527

Calculations For Tables 3 and 4:

Males Maths

(x)

Frequency

(f)

fx

fx2

2

3

4

5

1

2

6

6

2

6

24

30

4

18

96

150

15

62

268

Males Science

(y)

Frequency

(f)

fy

fy2

2

3

4

5

1

1

7

6

2

3

28

30

4

9

112

150

15

63

275

Calculations For Tables 3 and 4:

Females Maths

(x)

Frequency

(f)

fx

fx2

2

3

4

5

1

3

7

3

2

9

28

15

4

27

112

75

14

54

218

Females Science

Frequency

fy

fy2

2

3

4

5

1

2

5

6

2

6

20

30

4

18

80

150

14

58

252

image03.png

Appendix C

Year 7

Maths

Science

Males

4

4

5

4

3

4

5

3

4

5

4

4

4

4

4

3

3

5

4

4

5

4

Females

3

5

4

5

4

4

4

4

5

4

5

4

4

4

4

5

4

5

Year 8

Maths

Science

Males

4

4

4

5

5

5

4

4

5

4

5

4

3

4

5

5

5

5

4

5

4

5

Females

5

4

4

5

5

4

4

3

4

5

4

4

5

5

4

4

4

3

Year 9

Maths

Science

Males

4

4

4

5

4

4

5

5

4

4

3

4

5

4

5

5

5

4

Females

4

5

5

3

3

4

4

4

3

5

5

4

5

4

3

3

4

4

4

3

5

5

...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. mayfield high statistics coursework

    I obtained these results. These results were typed up on a excel spreadsheet. Below is the Data I have gained from my Sample. Since I have investigated the Height and Weight I will only show these particular fields in my results: 1)

  2. Edexcel GCSE Statistics Coursework

    1.65 41 7 Male 1.65 69 8 Male 1.26 44 8 Male 1.34 42 8 Male 1.55 64 8 Male 1.6 38 8 Male 1.6 60 8 Male 1.77 54 9 Male 1.32 38 9 Male 1.46 45 9 Male 1.58 50 9 Male 1.63 40 9 Male 1.66 46

  1. Maths Statistics Coursework - relationship between the weight and height

    To sample, I first used stratified sampling to split the year groups into boys and girls. After I knew the amount from each year I needed, I used a random number generator that chose random students which would provide a way of sampling that wasn't bias.

  2. GCSE Maths Statistics Coursework

    The graphs that I intend to use are: scatter graphs, cumulative frequency tables, cumulative frequency graphs and box plots (box and whisker diagrams). I will be using scatter diagrams to see if there is a correlation between the things that I am investigating and if so then what kind of correlation (positive, negative, no correlation, weak or strong).

  1. Mayfield High School Maths coursework

    use this method of cumulative percentage to analyse our height data but the results can be found to be very similar and inappropriate to my hypotheses. I also thought it would be useful to look at the average and standard deviation throughout the years because a large standard deviation indicates

  2. Maths Coursework. Statistics

    Lowest average age: 77.29 (77) Life expectancy (years) Frequency (f) Mid-point (x) (fx) Fx2 Frequency density 35 � 45 0 40 0 0 0 45 � 55 0 50 0 0 0 55 � 65 0 60 0 0 0 65 � 85 3 75 225 16,875 0.15 Total: 3 225 16,875 Mean: ?fx = 225/3=75 ?

  1. GCSE maths statistics coursework

    I have found out that the generally the taller a person is the heavier he or she is and this is what predicted would be the case. I am now going to take a sample of boys and girls and see if there is the same relationship between the height and weight where there is a weak positive correlation.

  2. Mayfield Maths Coursework

    * The pupil's EYE COLOUR: This will also have no influence on the pupil's IQ * If the pupil is LEFT/RIGHT HANDED: This will have no control on the pupil's IQ * The pupil's FAVOURITE TYPE OF MUSIC: This will not have any manipulative input on the child's IQ.

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