• 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
25. 25
25
• Level: GCSE
• Subject: Maths
• Word count: 4581

# My hypotheses are: -1. People's average SAT and average GCSE results will have a strong positive correlation between them.2. Girl's average GCSE result will generally be higher than boy's average GCSE result.

Extracts from this document...

Introduction

The Plan

My hypotheses are: -

1. People’s average SAT and average GCSE results will have a strong positive correlation between them.
2. Girl’s average GCSE result will generally be higher than boy’s average GCSE result.

All the data used will be from Steel City School

For both of my hypotheses I am going to use a sample of 55 people. For my sampling I am first going to use stratified sampling, when I have a number of people I am going to role a dice to decide where I start. I believe that the minimum number of people that should be sampled is 50. 50 out of the 166 pieces of data is 30% and 55 out of 166 is 33%. With only 30 pieces of data in my sample I believe that I may not get a good spread of both boys and girls results. With a sample of 55 I believe that I will get a fair sample and a large spread of both boys and girls.

I intend to show the data on a series of graphs. For my first hypothesis “People’s average SAT and average GCSE results will have a strong positive correlation between them.” I am going to use three scatter graphs. The first graph will be a scatter graph showing only boys average SAT and GCSE results. The second graph will be a scatter graph showing only girls average SAT and GCSE results.

Middle

6.67

6.8

6

5.45

5

4.5

6.33

6.25

6.33

6.55

6.67

6.6

6.33

6.15

5

5.45

5.67

6.4

5.33

4.85

6.33

5.25

6

5.15

6.33

5.91

4.67

5.45

5.33

6.15

6

6

3.67

4.1

5.67

5.45

6.67

6.05

6.33

7.2

5.33

4.78

6.33

7.25

6.33

5.5

5.67

5.09

6

6.27

## Boys and girls

#### GCSE average

SAT Rank

GCSE Rank

Difference

Difference²

4.33

3.2

50.5

52

1.5

2.25

2.67

1.28

55

55

0

0

6.33

6.64

13.6

10

3.6

12.96

5.67

4.75

31

40

9

81

5.33

4.4

38.5

43

4.5

20.25

5.67

4.6

31

41

10

100

6

5.35

23.5

33

9.5

90.25

6.67

6.8

6

6.5

0.5

0.25

5

4.25

44

45

1

1

6.67

5.79

6

21

15

225

5.67

4.35

31

33

2

4

4

3.64

52

50

2

4

5.33

5.5

38.5

26.5

12

144

4.33

3.7

50.5

49

1.5

2.25

5.67

5.63

31

24

7

49

5.33

5.65

38.5

23

15.5

240.25

4.67

3.05

48

53

5

25

7

7.2

2.5

3.5

1

1

5.67

3.9

31

47

16

256

5

5.22

44

35

9

81

6

6.65

23.5

9

14.5

210.25

3

2.7

54

54

0

0

5

3.8

44

48

4

16

7

6.95

2.5

5

2.5

6.25

4.67

3.6

48

51

3

9

6.33

5.45

13.6

30

16.4

268.96

7.33

7.59

1

1

0

0

6.33

6.77

13.6

8

5.6

31.36

6.33

5.75

16.3

22

5.7

32.49

5.67

5.6

31

25

6

36

6.67

6.8

6

6.5

0.5

0.25

6

5.45

23.5

30

6.5

42.25

5

4.5

44

42

2

4

6.33

6.25

13.6

15

1.4

1.96

6.33

6.55

13.6

12

1.6

2.56

6.67

6.6

6

11

5

25

6.33

6.15

13.6

16.5

2.9

8.41

5

5.45

44

30

14

196

5.67

6.4

31

13

18

324

5.33

4.85

38.5

38

0.5

0.25

6.33

5.25

13.6

34

20.4

416.16

6

5.15

23.5

36

12.5

156.25

6.33

5.91

13.6

20

6.4

40.96

4.67

5.45

48

30

18

324

5.33

6.15

38.5

16.5

22

484

6

6

23.5

19

4.5

20.25

3.67

4.1

53

46

7

49

5.67

5.45

31

30

1

1

6.67

6.05

6

18

12

144

6.33

7.2

13.6

3.5

10.1

102.01

5.33

4.78

38.5

39

0.5

0.25

6.33

7.25

13.6

2

11.6

134.56

6.33

5.5

13.6

26.5

12.9

166.41

5.67

5.09

31

37

6

36

6

6.27

23.5

14

9.5

90.25

3491.82

Conclusion

Cumulative Frequency

Looking at my cumulative frequency graph for boys I can see that there is a large spread of data. There appears to be a very slight negative skew on the box plot. Looking at the box plot I can see that the four-quarters of data is very evenly distributed. Looking at the cumulative frequency graph for girls I can see that it is very different to the boys. Firstly the spread of data is very small but the spread seems to be at a higher point on the graph compared to the boys. Looking at the box plots I can see that there is a slightly positive skew and that the highest quarter of people seem to get higher grades (6.5 – 8).

Pie Chart

##### Again looking at my three pie charts I can see that a higher amount of girls attained higher average levels compared to the boys. This tends to agree with what my other graphs have also proven. Looking at the boys and girls pie chart I can see that the majority of boys and girls got a average level between five and seven.

Philip Jacobs 10R GCSE Math’s Data Handling

This student written piece of work is one of many that can be found in our GCSE IQ Correlation 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

# Related GCSE IQ Correlation essays

1. ## Perform a statistical enquiry that will either prove or disapprove my hypothesis.

To make things more convenient, I sorted my data by the year of the students and there gender. Now I can find the necessary information and copy it to a new database of my chosen sample. When I copied all of my hundred samples into the database, I had necessary information to complete this statistical enquiry.

2. ## Comparison of SATs results to obtain statistical data on students.

5.73 The mean level is 6 for males in maths in 1999. The over all mean level for maths in 1999 is: ?fX??f= 5.75 The mean level is 6 for maths in 1999. The median level for females in maths in 1999 is: Frequency= 28 Median= 14th and 15th values

1. ## The 3 statements I am going to investigate are: -Does the gender of the ...

Also, the correlation within the graph is only weak and there is no generality, as the results are scattered and don't follow a pattern suggesting the two subjects have definite correlation. This graph suggests that for at least boys, my hypothesis is not correct.

2. ## Maths Coursework: investigation into the correlation between IQ and KS2 results

80 1 0.1 81-90 10 1 91-97 12 1.7 98 - 100 18 6 101 - 102 18 9 103 - 105 12 4 106 - 110 14 2.8 111-120 14 1.4 121 - 130 1 0.1 >130 0 0 The histogram on the next page shows a normal distribution

1. ## In this project I am going to prove that the results of boys are ...

Deviation = 6.2 This confirms that my conclusion is correct as there is a large deviation; this tells us that the results are more spread out, which is more or less what I have said. Section 2 In this section of the project I have kept the five G.C.S.E subjects

2. ## Mayfield Maths Coursework

the following negative correlation is right or wrong by taking the mean median and mode and the average of the correlation. . I will be also having a stem and leaf diagram and an interquaritle range which will also prove my correlation.

1. ## HYPOTHESIS Blonde girls are more intelligent than non blonde girls. Blonde girls that ...

For this I will use: * Box and Whisker Diagram - With this I will be able to calculate the mean, the inter-quartile ranges (IQR) and find any possible outliers. * Standard Deviation - To calculate the spread of the data.

2. ## This experiment will show that there is a significant positive correlation between males and ...

The items are face valid, and the scale is short and easy to administer. Extensive and acceptable reliability (internal consistency and test-retest) and validity (convergent & discriminant) information exists for the Rosenberg self-esteem scale (Blascovich &Tomaka, 1991). James (1890) said that academic success did have an effect on self-esteem.

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