Statistics Coursework.

Who achieves better marks in their SATS Exams Girls or Boys? 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

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  • Level: GCSE
  • Subject: Maths
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GCSE Statistics Coursework

Statistics GCSE coursework Kevin Sharp In my DT lesson our teacher told us to draw a 25cm line and I drew mine too big and the teacher told me to get better at maths. I did not think this would improve my ability to estimate a length of a line so decided to find out. The questions I thought up are: 1) Is there any relationship between estimating a length of a straight line linked to mathematical ability? Null hypothesis: There is a relationship between them. Alternative hypothesis: There is no relationship between them. 2) Does the estimation of a non straight line improve after practice? Null hypothesis: Practice improves the estimation of a non straight line. Alternative hypothesis: Practice doesn't improve the estimation of a non straight line. 3) Does a 14/15 year olds ability to estimate the length of a straight line fit a normal distribution? Null hypothesis: A 14/15 year olds ability to estimate a straight line fits normal distribution. Alternative hypothesis: A 14/15 year olds ability to estimate a straight line doesn't fit normal distribution. 4) Are a 14/15 year olds ability to estimate a straight line more accurate than estimating a non straight line? Null hypothesis: A 14/15 year olds ability to estimate a straight line is more accurate than estimating a non straight line. Alternative hypothesis: A 14/15 year olds ability to estimate a straight line

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  • Level: GCSE
  • Subject: Maths
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Maths IQ correlations

Maths Coursework Data Handling Task Statistics Data In this piece of coursework I have been set the task to find out about the students in our school. I need to prove the following hypothesis: 'Pupils in Band A perform better than pupils in Band B' I must suggest whether the hypothesis is correct or incorrect. I will do this by comparing Band A with Band B in the following areas: * Mean averages from key stage three- (level tiers 3-5, 4-6, 5-7) * Range of scores * Modal and median of the scores. There are many different techniques and methods which I can use to solve my above problem. I will use some techniques which will enable me to work out means, ranges, modes and medians of scores. To help me with my work I could also use cumulative frequency graphs, box plots and interquartile ranges. These will all help me to compare the differences between the two bands from looking at their scores. I am going to focus on 96 pieces of data (pupils) which I shall be analysing the levels and scores of both bands A and B. The first thing that I am going to do is, to compare the overall results from both bands regarding their scores from a maths SATS paper. This would involve me using a process called stratified sampling. This basically involves me reducing the amount of data that I need to compare. This method is seen as time consuming on a very large scale of data, which

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  • Level: GCSE
  • Subject: Maths
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To compare the change in number of goals scored home and away by Premiership teams in two seasons. I will use the 2000-2001 and 2001-2002 seasons.

GOAL Aim To compare the change in number of goals scored home and away by Premiership teams in two seasons. I will use the 2000-2001 and 2001-2002 seasons. Hypothesis (part 1) I predict that the teams will score more goals at its home stadium than at the opposition's stadium. This is because the players will be used to training and playing at their home stadium. They will not be as familiar with the opposition stadium. Also there will be more supporters for a home side at a home stadium so the players' morale is boosted. These conditions also apply to the opposition. This means a team should score more at home than away. I also predict that the teams, which tend to score more goals at home, will also score more goals away than the teams which score less at home. This is because these teams have a lot of good players who can adapt easier in foreign stadiums. Investigation I have created a table to show the number of goals scored by each team home and away in the 2000-2001season. Team Goals scored at Home Goals scored Away Manchester United 49 30 Arsenal 45 8 Liverpool 40 31 Leeds United 36 28 Ipswich Town 31 26 Chelsea 44 24 Sunderland 24 22 Aston Villa 27 9 Charlton Athletic 31 9 Southampton 27 3 Newcastle United 26 8 Tottenham Hotspurs 31 6 Leicester City 28 1 Middlesborough 8 26 West Ham United 24 21 Everton 29 6

  • Word count: 3726
  • Level: GCSE
  • Subject: Maths
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I am going to investigate the relationship between the IQ and the Key Stage 2 results within this school. This will help me make and prove different hypothesis using the data I have obtained.

8Mayfield High School Maths Investigation The following data was provided for Mayfield High school. Year Group Boys Girls Total 7 51 31 282 8 45 25 270 9 18 43 261 0 06 94 200 1 84 86 70 Total 604 579 183 I am going to investigate the relationship between the IQ and the Key Stage 2 results within this school. This will help me make and prove different hypothesis using the data I have obtained. The data I have been given presents the Key Stage 2 results in three separate columns, maths, English and science, I will add the three results together to give me one number, this will make them easier to handle. I will first take a random stratified sample of my data throughout the whole school of 100 boys and 100 girls; I will take a sample of 100 as this number allows me to make sufficient conclusions without there being too little to conclude anything or too high that it would take too long. First I will investigate IQ and KS2 results throughout all the years of the school then I will investigate the relationships separately amongst males and females. I will take a random stratified sample. My sample size will be 100. I have chosen to take a stratified sample as this method takes around about the correct proportion of students according to how many there are compared with the rest of the school so the investigation is fair. The total number of

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  • Level: GCSE
  • Subject: Maths
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This experiment will show that there is a significant positive correlation between males and females who perform well academically and those who gain a high point score on a self-esteem Questionnaire

Psychology Coursework An Investigation into whether self-esteem levels in boys and girls are influenced by Academic Success Paul Buchanan Candidate number 7026 Rastrick High School 6th form Centre number 37307 Introduction Self-esteem is the result of many experiences throughout life. Those with high self-esteem tend to function better and have more positive interactions than those with poor self-esteem. According to Coopersmith (1967), self-esteem is a product of individual's early relationships, particularly with parents. Growe (1980) found that maternal acceptance and positive interactions relate to subsequent self esteem in children. Those individuals with low self-esteem appear to be in need of positive self-relevant feedback and feel threatened when negative feedback is presented (Brown, Collins & Schmitt, 1988). In line with these findings, Smith and Smoll (1990) demonstrated that children with low self-esteem respond to highly supportive coaches in a positive manner, but when responses are low in support, the response from the individual is primarily negative. Self-esteem is an extremely popular construct within psychology. Individually it refers to an individual's sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes or likes him or herself (Blascovich & Tomaka, 1991). The most broad and frequent cited

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  • Level: GCSE
  • Subject: Maths
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Mayfield Maths Coursework

Maths Statistics Coursework Yr10 Correlation between: The more hours spent in the gym the more amount of weight you will loose. Explanation on correlation This is a scatter graph on the following correlation and is a positive correlation between the more hours you will spend in the gym the more weight you will loose. This shows that if people stay healthy then they would weight less. I will now work out the mean, mode and median of certain numbers to prove the correlation and prove that the correlation is correct. I will also be having a stem and leaf diagram and a inter quartile range which will also prove my correlation. Firstly to prove that my correlation is positive and is correct I will create a stem and leaf diagram which is a diagram that shows data in a systematic way and the mode median and mean can be found easily from this. Once the stem and leaf diagram is created I can then find the average, mean, mode and median of the correlation. Stem and leaf Diagram Gym hours Weight 2468 0 024 2 3 4 5 04567 6 02345 7 02478 8 4689 9 048 This is the stem and leaf diagram for the correlation between gym hours and weight, finding the mean, mode and median should be much easier now. Average of Gym hours (D2:D17) =-3.375 Average of weight (E2:E17) = 63.25 That is one way of finding an average to support the correlation between gym hours and

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  • Level: GCSE
  • Subject: Maths
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The more time a person spends on their phone, the lower their IQ.

Maths coursework: hypotheses 1 The more time a person spends on their phone, the lower their IQ. Using the data that I have been given, I will be investigating whether more time spent on a phone lowers a person's IQ. I am going to do this because of recent reports I have heard on the news saying that using mobiles may possibly damage brain cells. I am going to try and prove this hypothesis by using Spearman's rank correlation coefficient. I am going to use this mathematical technique because it is used to discover the strength of a link between two sets of data (in my case, call time per month and IQ). The hypothesis tested is the more time a person spends on their phone, the lower their IQ should be. The method of calculating the co efficient is: * First of all, I created a table from the data I'm doing my hypothesis on. * Then, I ranked my two data sets (call time/ month in mins and IQ). I did this by ranking the biggest value in my column '1', the second biggest value '2' and so on. Values that are the same are given a mean (average) rank. Rank IQ Call time Rank Difference d² 70 42 6 -5 25 2 79 17 4 -2 4 3 82 94 2 4 4.5 85 33 5 -0.5 0.25 4.5 85 12 2.5 2 4 6 89 12 2.5 3.5 2.25 49.5 For Example, in this table in the IQ column, I've got the same value of 85 twice and they are ranked fourth in order of IQ. They occupy two

  • Word count: 3070
  • Level: GCSE
  • Subject: Maths
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Maths Coursework: investigation into the correlation between IQ and KS2 results

Maths Coursework: investigation into the correlation between IQ and KS2 results Aim: In this investigation I aim to investigate the correlation between IQ and the result obtained for KS2 result. This investigation will help to prove whether it is intelligence that affects the marks obtained in and examination, or if there is some other factor involved. If a conclusion is made, then education may be able to take a step further into improving the system, and helping children do better in examinations. I intend to work from a hypothesis, and by the end hopefully prove or disprove this hypothesis. Hypothesis: The hypothesis that I will be working from will be: "The higher the IQ level of an individual, the higher mark / level, that individual will get in KS2 examinations." Prediction: To either prove or disprove this hypothesis, I have been given a data set of around 1200 students (1183 to be exact), from Mayfield School. I predict that the higher the IQ, the higher the individual's score is likely to be, because their intelligence is higher, but that may also depend on another creative or artistic intelligence, for example, so this is not entirely a firm prediction, but it what I expect to happen. Plan/Method: The way I will catty out the investigation will be to sort out the data into year groups, work out their percentages in comparison to the total, and use the

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  • Level: GCSE
  • Subject: Maths
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Predicted grades given by subject teachers at the time of Yellis.

?2 Aim The aim of this investigation is to see if the predicted grades given by subject teachers at the time of Yellis, has more correlation to grads achieved by students in there gsce's then there Yellis predictive grades Yellis is a test taken in year 9 of schooling; there are 2 parts to the test, a mathematic and vocabulary styles paper, each student has to complete in exam conditions. The subject teachers predicted grads are based on departmental meetings where all teachers of the student discuses the progress of the child. They take in to consideration the students natural ability, work rate in class, behaviour, quality of work, and test results, these aspect are taken over many weeks so a rounder picture is built up of the student of which a prediction can be based, Yellis only take in to account the mark achieved on the test, ranks the results all around the country, then assign grand to each percentage, eg top 20% are predicted A. The population that I will be sampling the data from, is Stoke Dameral community College, but there may be implication outside he given population, as the trend may be evident over the whole of the examined students, but I can't say that it will be just with data from the Stoke Dameral as there may be different methods of producing predicted grades. The reason that I have chosen stoke Dameral as the parent population is because the

  • Word count: 2803
  • Level: GCSE
  • Subject: Maths
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