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  • Level: GCSE
  • Subject: Maths
  • Word count: 2093

The aim of my investigation is to investigate the factors IQ and KeyStage 2 Results for girls and boys of a fictitious secondary school. I am then going to see how the results differ between the sexes.

Extracts from this document...

Introduction

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INTRODUCTION

The aim of my investigation is to investigate the factors IQ and KeyStage 2 Results for girls and boys of a fictitious secondary school. I am then going to see how the results differ between the sexes.

I am going to investigate the following statements, “Boys will have a higher modal and median IQ scores than girls”, “Boys are smarter than girls but girls will achieve higher grades because they work harder,” and “KeyStage 2 Results are comparative to IQ.”

I will start by collecting the relevant information from www.edexcel.org.uk I know this information is reliable because the website was suggested to us by Mrs Allen and she is a reliable source. The next step is to collect a sample size. I have chosen to use stratified sampling and to take a percentage of 10% of both girls and boys from each year. So for example, if there are 200 pupils in year nine, 90 girls and 110 boys, I will randomly select 9 girls and 11 boys from year nine.

METHOD

I will ensure it is a fair sample by selecting the data using the random function on Microsoft© Excel. See appendix 1.1 for my samples.

If I am to come across any obvious anomalous results I shall exclude such datum from any further investigation to make my analysis as accurate and fair as possible.

To see if my

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Middle

Median KS3R for boys = 4

Median KS3R for girls = 4

RANGE OF KS2R

Range of KS3R for boys = 3

Range of KS3R for girls = 2

Standard Deviation

Standard deviation for boys = 0.77

Standard deviation for girls = 0.71

Analysis

From the results it can be seen that girls do have a slightly higher mean average than boys indicating that the results were slightly higher for girls. Additionally, there were no girls from my sample scoring lower than 3, which meant the spread of data was less dispersed than the boys as there were 3 boys scoring lower than 3; the range for the boys KS2R to be 3 and the girls range only 2. The evidence from the sample suggests that generally there will be fewer girls with scores lower than 3 than boys.

The mode and median values were the same for both boys and girls. This, however, should not suggest that the boys and girls results were so similar. The limited possible ‘levels’ (i.e. level 1,2,3,4 or 5) consequently resulted in similar mode and median values over the sample.

In conclusion, although the median and mode values were the same for both the sexes (explained above), the evidence suggests that overall, the girls did better at KS2 than boys due to a higher mean average. Furthermore, the bar chart (see appendix 1.2) clearly indicates girlsare more consistent and situated more towards the top end of the levels than the boys. This would be firmly supported by the mode and median

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Conclusion

However, while the mean IQ scores are more-or-less the same for both sexes, the standard deviation for boys is greater than that of girls, which implies boys are more erratic when it comes to such a test compared with themselves.

Of the KeyStage 2 Results, the mean score for both sexes was 4 but the range for the girls was less suggesting that there will be more boys scoring lower than 4, than girls. All this suggests that, on the whole, girls do better than boys at KeyStage 2 level.

The evidence suggests that boys generally have a higher IQ than girls, but girls achieve better grades at KeyStage 2 level. This could be down to girls working harder than boys to achieve higher scores, as my original statement suggests (see introduction).

There is a positive correlation between IQ and KeyStage 2 Results as a whole. This correlation is not ‘improved’ when boys and girls are plotted on separate graphs although the accuracy of the line of best fit does increase.

Over the full range of IQ and KeyStage 2 Results it was decided that a line of best fit was the most suitable model to describe the relationship between IQ and KeyStage 2 Results as they are proportionate to each other.

It was also decided that cumulative frequency graphs were not suitable to draw any conclusion from because it was felt that the KeyStage 2 Results and IQ categories were of a limited range (i.e. only Levels 2-5).

If I were to investigate further, I would consider the different year groups independently to make my results more accurate and maybe take a larger sample size to increase reliability.


APPENDICES

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