• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

I am going to investigate the hypothesis that girls do better than boys at KS3 and that Market Bosworth have better KS3 results than Winstanley.

Extracts from this document...

Introduction

Introduction

        I am going to investigate the hypothesis that girls do better than boys at KS3 and that Market Bosworth have better KS3 results than Winstanley.

        The random samples that I’m going to take are 60 girls and 60 boys, so to make it fair I’m going to take 20 girls from each school and 20 boys. When comparing Market Bosworth and Winstanley’s results I will take a sample of 60 pupils from each school, 30 boys and 30 girls. I chose to take these samples because it gave an equal amount of pupil’s male/female or Market Bosworth/Winstanley to avoid any bias results.

        I’m also I’m going to draw a box plot using the lower quartile, upper quartile and median results from the cumulative frequency diagram this will help me produce a inter quartile range and this will tell me the range of marks the middle 50%.

        When associating the levels with a number I will have to give B, N and E a value, this will help

...read more.

Middle

        I drew out a few diagrams such as the box plot (already mentioned), a cumulative frequency diagram and a histogram.

The C/F diagram showed very close scores in between the girls and the boys, this was shown by the way the ‘s’ shaped lines overlapped each other with no real anomaly results showing clearly. The histogram yet again has shown a positive result in connection with my hypothesis; there was a constructive amount of scores between the marks 17- 20 where the frequency density was higher than 5 and reached all the way to 11, on the other hand the boys ranged from a frequency density of 2 to 6 in between the marks 17- 20.

Market Bosworth do better than Winstanley?

        My results do support my hypothesis that Market Bosworth has better KS3 results than Winstanley; this has been shown when I calculated the mean of the mid-point multiplied by the frequency divided by the number of pupils taken in the sample I took. Bosworth had shown to have a higher mean than Winstanley, Bosworth with a mean of 17.067 and Winstanley with a mean of 14.5.

...read more.

Conclusion

        The only real problem I came across was tallying up the marks to put in the group frequency table.

        If I were to do this again I would have used a stratified sample to make it fairer and to give a fair and more accurate out come overall.

        Also we used secondary evidence, so next time I would used primary, this way I know for certain that nobody had changed any of the marks. I also might used pupils actual score from the tests they did instead of using the level they got because they might have a really high 6 or a really low 6 for example and by using the actual marks from the tests the results could have been very much more accurate.

        I think I would have thought more carefully about how I would deal with marks classed as ‘B’,’N’ and ‘E’ to make it simpler or I could even leave them out.

        I could also improve my method by using a larger sample to give a wider range of results with yet again a better out come of more accurate result being produced at the end.

...read more.

This student written piece of work is one of many that can be found in our AS and A Level Probability & Statistics 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 AS and A Level Probability & Statistics essays

  1. I am going to design and then carry out an experiment to test people's ...

    This means that there must be a few times that are not within the inter quartile range that are very spread out. I notice that wheras the 'am' boxplot is nearly symmetrical (perhaps with a slight positive skew), the 'pm' boxplot has quite a pronounced positive skew.

  2. My first hypothesis is that school pupils can estimate the length of a ...

    If I were to rely fully on this investigation to draw specific conclusions on my population I would need more reliable results and so therefore would need to take a bigger sample size, this would also decrease the effect that extreme values have on the sample.

  1. "The lengths of lines are easier to guess than angles. Also, that year 11's ...

    The density of the group where the actual size of the angle is, is not very densely populated, which means not many people guessed within the correct class. From the histogram for the line data you can see that for the year 9 data the group where the actual length

  2. find out if there is a connection between people's IQ and their average KS2 ...

    in one go. I found the average easily as all I had to do was highlight the columns I needed in Excel and type in a formula. =AVERAGE(M2:O2) This gave me an average for the first person in my sample, then I dragged the little box down which copied and pasted my formula

  1. I want to find out if there is a connection between people's IQ and ...

    in one go. I found the average easily as all I had to do was highlight the columns I needed in Excel and type in a formula. =AVERAGE(M2:O2) This gave me an average for the first person in my sample, then I dragged the little box down which copied and pasted my formula

  2. Case study -Super Savers is wishing to move into the UK Food Retail market.

    In other words, samples may be lost, contaminated, or otherwise mishandled. Panellists may drop out before completing the test sequence. Participants may not correctly follow the rest protocol or they may misunderstand instructions. Technical personnel can make mistakes in serving other sequences.

  1. Guestimate - investigate how well people estimate the length of lines and the size ...

    If I rolled a 5 I would start on 5 but I would count in 8's so my next number would be 13, then 21 and so on. I used the 1st method because I am doing stratified random sampling.

  2. Investigation into the relationship between P1 exam results and A-level results

    I picked out these 50 results. This also ensures that the data is of good quality (accuracy of sampling method) as I have obtained the sample randomly and this also removes any bias. My sample is shown below: Student P1 A-level 1 96 71 2 82 90 3 73 55 4 98 88 5 100 98

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