Seeing if there is links between a child's I.Q and the average KS2 result they receive

Authors Avatar

Plan

In my investigation I am aiming towards seeing if there is links between a child’s I.Q and the average KS2 result they receive, i.e does natural I.Q intelligence determine our intelligence in main subjects such as English, Maths and Science? This question could and can lead me into looking into a relationship between male & female intelligence, whether being born in a different generation affects you natural I.Q or your knowledgeable intelligence in Maths, English and Science.

To answer my own questions I need to study a range of data from two years, year 7 and 11. I’m studying these years as it gives me two ‘extremes’ to look at. Those that have just taken the tests and those that have taken it 4/5 years ago. It is through this taking data from these two groups that I can further along the line study different areas and look at different questions. I will be looking at individual I.Q and person’s average KS2 results. I’ll be finding this average from taking their three KS2 results, adding them together and dividing by 3, giving me the closest idea of what their overall grade may be.

Presented with the Mayfield data base I am to do a stratified sample of boys and girls in year 7 and boys and girls in year 11. To do this I use the equation;

      No in the gender group in that year      x 100

               Sum of No of students in year 7 & 11

I have chosen to use a stratified sample for a number of reasons. Stratified sampling would give me a good range of data giving me the fairest and best collection of data for me to produce a resourceful and correct response to my hypothesis and further questions. Looking at all the data presented to me would be far too much to handle in a responsible way and a way in which I could make a sensible account.

I will be making a number of calculations and presenting my data in a number of ways to try and help me to produce an accurate account of what the data is telling me. This will include working out Mode, median and means, as well as studying correlation, quartiles and cumulative frequencies. Presentational wise I will be looking at pie charts in the early stages of describing the data, followed by scatter graphs to show comparisons. I will then move onto Cumulative frequency graphs, charts and radars to show spread and comparison.

With nominal data I will be highlighting it and in most cases will deter from using that piece of data. These ‘wrong’ bits of data can hugely affect what the data is trying to say on a whole.

Data

First of all I’m going to look at the data which I am to use to make a conscious reply to my hypothesis. As is mentioned before I am to use a stratified sampling technique. First each bit of data is given a random number and therefore through stratifying a fair and workable amount of data is produced.

Year 7- Male

Join now!

33 bits of data were presented with the case of the year 7 males.

Year 7-Female

29 needed for year 7 females.

Year 11-Male

18 pieces were selected in this case. With year 11 males we also come across our first piece or nominal data. Highlighted in red this piece of data is very unusual compared to the rest and to have an I.Q of 14 is near impossible, so you’ll see in occasions to come I will not use this bit of data, or will use it and say what comes of ...

This is a preview of the whole essay