• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16
  17. 17
  18. 18
  19. 19
  20. 20
  21. 21
  22. 22
  23. 23
  24. 24
  25. 25
  • Level: GCSE
  • Subject: Maths
  • Document length: 7151 words

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

Extracts from this document...


Statistical Enquiry Aim: To perform a statistical enquiry that will either prove or disapprove my hypothesis. Hypothesis: Higher the persons IQ, higher the SAT results Method: In this statistical enquiry, I aim to find out if people that have higher IQ have better results in English. For me to be able to perform the enquiry I had to have data about the IQ of students. I have a database of pupils of Mayfield High School, which is a fictional school based on data from real schools, complete with their IQ. Because it is based on real schools, the data will be reliable and accurate enough for me to draw a conclusion from the enquiry. There are 1183 pupils at Mayfield High School- I decided to compare 10% of general population. This is roughly 100 pupils. The hundred people I get from the general population will be my sample. Since there are different strata's in my data, I had to find out what number of boys or girls from each year group I am going to take from my hundred samples. For that I used stratified sampling. Stratified Sampling Students in Mayfield high school are the population of the school. The population of the school are the pupils that are being studied. Since in Mayfield High School there are 1183 pupils, it would be very impractical for me to study and compare all of the data. I have to take a sample- a smaller group of people from general population. I have decided to take 10% of general population as my sample. Year Group Number of boys Number of girls 7 151 131 8 145 125 9 118 143 10 106 94 11 84 86 In the Mayfield School database there are different strata's for the data. Strata are distinctive non-overlapping subsets of the population. In this case the data has been divided into the year groups of the population, then additionally by their gender. ...read more.


Instead I do the group frequency of the IQ. Everything is done the same as for the main data. The only difference is that the data is much smaller. IQ Frequency 70-79 2 80-89 4 90-99 8 100-109 11 110-119 5 120-129 0 This table shows the frequency of the particular value in my data. As you can see there are several differences form my general sample data. For one thing, there I no student in years 10 and 11 that have IQ higher than 120. Also there is no very distinctive majority for any particular data. These differences can be shown by a frequency polygon. As you can see, the difference from the order frequency polygon is that it has broader width. The frequency of the IQ values is more disturbed between them. Frequency table of SAT results Since there aren't any large ranges of values, I am able to use normal frequency table for SAT results data. SAT levels Frequency 1 0 2 2 3 7 4 14 5 8 My frequency table, like that for the general data, shows that predominant level is level 4. However, as with the Y10 and 11 tables, the frequency of the values is more disturbed. This is the frequency polygon of the SAT results The frequency polygon shows the data in the table and illustrates the difference of distribution from the original sample frequency polygon. Mean of year 10 and 11 I need to do mean for IQ and SAT results. I used the same method as previously in obtaining the mean. I will try to see if it will match the means of the general sample data. Mean of IQ For my mean of IQ I decided to do the calculation of sum of values using Excel. It is faster and more convenient than doing it by hand. Mean = Sum of values/number of values Mean = 3166/31 Mean = 102.12 Mean is smaller than with the main data, but this could be because I used smaller number of data so there is less variety. ...read more.


However, the reason why the correlation isn't any stronger is because there are many other factors which affect SAT results. While having IQ increases your chances, it isn't the only thing that affects if you get good grade. Factors such as amount of time spent studying or watching TV might also have an impact on what the grade a person gets. The hypothesis is true but there are many other things beside IQ that causes a high SAT grade. I did the summary statistic to see what the average is of the population of that particular school. The results I got such as correlation coefficient and regression line are only relative to the particular population that gets this kind of averages. It might be that this school isn't an average school in a country and that you will get a different results in other schools. While these results can be applied to this school, it is possible that they cannot be applied in different schools. Evaluation I performed a statistical enquiry using mathematical methods to improve or disapprove my hypothesis. I have completed my investigation successfully, proving my hypothesis. I used summary statistics in describing a population. I have calculated regression line and I have found out the correlation coefficient. This investigation was done thoroughly and accurately as I could possibly make it. I believe it was a success. However, I believe there are certain ways I could improve the investigation. I know that IQ affects SAT results, but now I could try to see what other factors also affect the results. I could perform an investigation to see if amount of time spent studying or watching TV has any effect on the SAT results. Also, I could see if this data could be applied to more schools than one. I could get a sample of schools from the entire country and see if there summary statistics match mine. I could find out if the Mayfield High School is an average school of the country. 1 Maja Jovanovski ...read more.

The above preview is unformatted text

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

See related essaysSee related essays

Related GCSE IQ Correlation essays

  1. Mathematics Statistics Coursework

    3 3 4 3 77 7 Davies Louise Emma 11 11 101 4 4 4 4 11 7 Anderson Zahrah 12 2 100 4 4 4 4 120 7 Holt Sarah 12 7 99 4 4 4 4 75 7 Cunningham Lindsay Jane 12 7 91 3 3 3 3

  2. GCSE Statistics Coursework

    For set 1 you press RND on the calculator then x by 26 gave 13.346 so that was converted to the 14th name using this method. There 14th boy was first to be selected. Repeat this 26 times for set 1 to get set 1's data. 43 results were collected.

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

    see that the line for boys is steeper than the one for girls and has a stronger positive correlation, in effect proof that boys on average are smarter than girls in English (in the years selected within Mayfield High school).

  2. The purpose of this investigation is to find if there is any correlation between ...

    If the sample is too small, it may be biased. Simple random sampling is used so that everyone has a chance of being selected to be part of the 5%. Steps to extract 5% on the spreadsheet out of 31941 datum points from KS3 and KS4 combined in the Mayfield Data.

  1. The aim of my investigation is to use and apply my understanding of statistics ...

    6 and grades C and D are close at 45% and 47% respectively. Also the percentages level 3 and grades U and G are close at 12% and 11% respectively. These levels and grades that I have mentioned correspond in terms of success or failure in either exam.

  2. Is there any relationship between IQ and Sat Results?

    When stratifying my data I came about some problems, which I will discuss later. To see if there indeed was a correlation between Sat Results and IQ, I decided to plot graphs. I plotted two graphs for each year group, both of different gender.

  1. Critically consider the role of genetic factors in the development of measured intelligence.

    Scarr and Weinberg's conclude that if the adoptive parents homes provide a superior intellectual climate ( ie higher social status, increased wealth and resources) than the biological parents this can have substantial effect on the development of intelligence. Moreover Skeel's research on children who remained in an orphanage and children

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

    I believe that over all three years the school's results will have gotten better as a whole. Sampling. The method of sampling that I used is systematic sampling, as I chose every fifth member from each year and used their scores to do my calculations.

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