• 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
  26. 26
    26
  27. 27
    27
  28. 28
    28
  29. 29
    29
  30. 30
    30
  31. 31
    31
  32. 32
    32
  33. 33
    33
  34. 34
    34
  35. 35
    35
  36. 36
    36
  • Level: GCSE
  • Subject: Maths
  • Word count: 4487

Statistics Coursework.

Extracts from this document...

Introduction

Who achieves better marks in their SATS

                    Exams Girls or Boys?

image00.png

image01.png

Page no.

3             Introduction

Introduction

My name is Ikhlas Raja and I am studying GCSE Statistics. I live in Luton which is a town North of London. I go to Challney High School for Boys. Our school is an all Boys school but there is a Girls school right next to us. It is a well rated school for its grades it achieves, it is one of the best Boys School in the whole of the U.K. We study Statistics during the whole of Year 10. Coursework accounts for 25% of the final Exam marks.

 Our teacher gave us two weeks to decide a subject we wanted to base our coursework on. I decided to look at both Key Stage 2 SATs results Key stage 3 SATs results for Both Girls and boys.  We started our Statistics Coursework around 4 weeks ago. I decided to do coursework on Key Stage 2 and Key Stage 3 SATs results because I thought that it would be quiet interesting finding out who achieves the better results. I keep on hearing from my sisters that girls are better than boys in education. I wanted to see if they are right if not I will be able to prove them wrong. I was about choose a different subject for my coursework, I was about to do about how much people spend on computer games. I decided against it because I thought that it would be hard to obtain the data. It would be hard because I would have to ask a specific group of people. Instead, I decided to do it on SATs Results.

I decided to do 5 Hypotheses. My Hypotheses are as follows:-

  • Girls on the whole achieve a better mark then the Boys in both their Key Stage 2 and Key Stage 3 Marks.
  • I think that the Boys will have a bigger gain in their results from Key Stage 2 too Key Stage 3 than the girls. I have Predicted this because the girls who come with high results from Junior School to High School do make an improvement but not better than the Boys in Our School. Where as the majority of boys come with normal and below average results and make a better improvement than the Girls. I think that this is because our school is an all Boys school, if it was a mixed school I do not think that the boys would have made a better improvement than the girls.
  • I think by the time Boys get to year 9 their results are catching up to the girls but the Girls Results are still a nudge higher than the Boys Results. I think that in Boys School case the boys make a better improvement than the girls. The gain is bigger so the Results are catching up.
  • The higher the Key stage 2 Mark Achieved, for any subject, the higher the Key Stage 3 mark will be. I think that this counts for both girls and boys.

I will be using Results from both my School, Challney Boys, and the Girls School, Challney Girls.

  • The National average Key Stage 2 results for Maths, English and Science is: -  4
  • The National average Key Stage 3 results for Maths, English and Science is: -  6
...read more.

Middle

5.0

6.3

1.3

5

3.0

3.0

3.0

7.0

4.0

5.0

3.0

5.3

2.3

6

3.0

3.0

3.0

4.0

3.0

3.0

3.0

3.3

0.3

7

3.0

4.0

3.0

4.0

5.0

4.0

3.3

4.3

1.0

8

4.0

4.0

4.0

6.0

6.0

5.0

4.0

5.7

1.7

9

3.0

3.0

2.0

5.0

4.0

3.0

2.7

4.0

1.3

10

4.0

3.0

3.0

5.0

4.0

4.0

3.3

4.3

1.0

11

3.0

3.0

4.0

6.0

5.0

5.0

3.3

5.3

2.0

12

3.0

3.0

3.0

4.0

4.0

4.0

3.0

4.0

1.0

13

3.0

3.0

3.0

4.0

4.0

4.0

3.0

4.0

1.0

14

4.0

3.0

3.0

5.0

4.0

4.0

3.3

4.3

1.0

15

5.0

5.0

5.0

6.0

8.0

7.0

5.0

7.0

2.0

16

3.0

3.0

3.0

4.0

4.0

4.0

3.0

4.0

1.0

17

4.0

4.0

4.0

5.0

6.0

5.0

4.0

5.3

1.3

18

4.0

3.0

4.0

5.0

4.0

4.0

3.7

4.3

0.7

19

4.0

4.0

3.0

6.0

7.0

6.0

3.7

6.3

2.7

20

3.0

3.0

3.0

5.0

4.0

4.0

3.0

4.3

1.3

Analysis of Results

My first Hypothesis is that Girls on the whole achieve a better mark then the Boys in both their Key Stage 2 and Key Stage 3 Marks. To show this I will have to work out the mean and Standard Deviation out for both the girls KS2 and also KS3 results. Then I will be able to see both the mean of the girls and the boys and compare them. The Standard Deviation will show how accurate my mean is.

Boys Key Stage 2 Mean And Standard Deviation

Results

Frequency, f

Mid-value

x

fx

f  x²

2 ≤ L < 3

1

2.5

2.5

6.25

3 ≤ L < 4

14

3.5

49

171.5

4 ≤ L < 5

5

4.5

22.5

101.25

TOTALS

20

74

279

f x        74

         Mean, x    =                   =           =    3.7        

∑  f                 20

           279

Standard Deviation =                              - 3.7²        =    0.5

        20

Boys Key Stage 3 Mean and Standard Deviation

Results

Frequency, f

Mid-value

x

fx

f  x²

3 ≤ L < 4

2

3.5

7

24.5

4 ≤ L < 5

6

4.5

27

121.5

5 ≤ L < 6

8

5.5

44

242

6 ≤ L < 7

4

6.5

26

169

TOTALS

20

104

557

f x        104

         Mean, x    =                   =           =    5.2        

∑  f                 20

           557

Standard Deviation =                              -   5.2²          =   0.9

        20

Girls Key Stage 2 Mean And Standard Deviation

Results

Frequency, f

Mid-value  x

fx

f  x²

2 ≤ L < 3

1

2.5

2.5

6.25

3 ≤ L < 4

13

3.5

45.5

159.25

4 ≤ L < 5

4

4.5

18

81

5 ≤ L < 6

2

5.5

11

60.5

TOTALS

20

77

307

f x        77

         Mean, x    =                   =           =    3.85        

∑  f                 20

           307

Standard Deviation =                              -   3.85²          =   0.72

        20

Girls Key Stage 3 Mean And Standard Deviation

Results

Frequency, f

Mid-value  x

fx

f  x²

3 ≤ L < 4

1

3.5

3.5

12.25

4 ≤ L < 5

9

4.5

40.5

182.25

5 ≤ L < 6

7

5.5

38.5

211.75

6 ≤ L < 7

2

6.5

13

84.5

7 ≤ L < 8

1

7.5

7.5

56.25

TOTALS

20

103

547

f x        103

         Mean, x    =                   =           =    5.15        

∑  f                 20

           547

Standard Deviation =                              -   5.15²          =   0.9

        20

The mean Boys Key Stage 2 result for the boys was 3.7 and the Girls Key Stage 2 mean result was 3.85. Girls did better than boys in their Key Stage 2 exams but not by that much. They beat the boys mean mark by 0.15. It is not much of a difference but still means that the Girls did better than the boys.

The mean Boys Key stage 3 result is 5.2 and the mean Girls Key Stage 3 mean result is 5.15. The boys make a bigger improvement than the girls, this causes the boys results to catch up to girls results and is now a nudge ahead. My hypothesis was half correct but I did not think that the boys would make such an improvement that the girls would fall behind. So my hypothesis was half correct.

This also Goes on to prove my third hypotheses which is that “I think by the time Boys get to year 9 their results are catching up to the girls but the Girls Results are still a nudge higher than the Boys Results. I think that in Challney High Schools case the boys make a better improvement than the girls. I also think that this would be the opposite in any other school.”  This proves what I thought, that the boys will make a better improvement from their Key Stage 2 to Key Stage 3 mark. I did not think that they would beat the girls in Key Stage 3 marks.

Boys Key Stage 2 Cumulative Frequency

Results

Boys

KS2

Frequency

Cumulative

frequency

2 ≤ L < 3

1

1

3 ≤ L < 4

14

15

4 ≤ L < 5

5

20

Girls Key Stage 2 Cumulative Frequency

Results

Girls

KS2

Frequency

Cumulative

Frequency

2 ≤ L < 3

1

1

3 ≤ L < 4

13

14

4 ≤ L < 5

4

18

5 ≤ L < 6

2

20

...read more.

Conclusion

  • I think by the time Boys get to year 9 their results are catching up to the girls but the Girls Results are still a nudge higher than the Boys Results. I think that in Challney High Schools case the boys make a better improvement than the girls. I also think that this would be the opposite in any other school.
  • The higher the Key stage 2 Mark Achieved, for any subject, the higher the Key Stage 3 mark will be. I think that this counts for both girls and boys.

The first hypothesis was proved half correct because the girls beat the boys in the KS2 mark but the girl lost to the boys in the KS3 mark. So my prediction was half correct. My second hypothesis was correct because the boys made a better improvement then the girls. My third hypothesis was half correct boys did make an improvement but the girls fell behind the results in KS3. I thought that the girls will stay a nudge ahead. My fourth hypothesis was correct because there was a positive correlation.

This coursework has been enjoyable, now I will be able to prove my sisters wrong! Overall I am pleases with the work I have produced.

Ikhlas Raja 10s5                                                                                   Candidate No: 9297

...read more.

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. Guestimate - Data handling coursework

    40 15 27 F 5 2 29 37 18 33 F 7 0 0 35 20 36 F 6 1 14 35 20 36 F 5 2 29 35 20 36 F 6 1 14 30 25 45 F 9 2 29 80 25 45 M 5 2 29 55

  2. Mayfield High school

    8 0 3 4 4 4 4 5 6 6 6 6 6 6 7 7 8 8 0 0 0 0 0 0 0 0 0 0 0 0 1 1 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4

  1. Mathematics Statistics Coursework

    using mean, median and range, which will develop into using box plots and eventually using cumulative frequency to compare one variable, which is continuous data, but using one variable will also help me get my answer for my first hypothesis.

  2. Mathematics coursework

    Then I will make a hypothesis, which I will then try to prove. My hypothesis is too seeing whether there is correlation between the maths scores and the CAT scores. I have decided that I will be using a sample size of 30 as less than 30 would not represent the population.

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

    24 15 37 25 Male Participant number Academic Score Self Esteem Score 1 36 30 2 28 30 3 36 31 4 46 33 5 34 31 6 22 22 7 47 34 8 18 20 9 32 30 10 40 32 11 46 35 12 32 29 13 28

  2. HYPOTHESIS Blonde girls are more intelligent than non blonde girls. Blonde girls that ...

    I have done this so that all of the sample sizes are consistent and this will be beneficial when I come to my second hypothesis, where I will again need equal sample sizes. DATA SHEET (FINAL) GIRLS: BLONDE VS NONE BLONDE SAMPLE Blondes None Blondes SURNAME IQ TV SURNAME IQ

  1. Bivariate Data

    collected and the investigation on them, was worth it, because this could be a simple and easy way to predict the GCSE grade points that a student could achieve just be looking at their KS3 scores. The score points at GCSE are important because a student has to achieve a

  2. GCSE Statistics Coursework

    To get this data I need to get a person to estimate a line and a non straight line in an experiment. I need to make the experiment fair, so I need the same controlled experiment for each person who does the experiment.

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