# Microsoft Excel Driving Tests Coursework

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Introduction

DRIVING TESTS

INTRODUCTION

I will investigate how well 240 people perform in their driving test. There is a mixture of male and female drivers and there are four instructors that teach them. I will investigate how many minor mistakes these driver’s make in their test. The information I have been given consists of:

- the driver’s gender
- the number of one hour lessons they have received
- the number of minor mistakes made during the test
- the instructor who gave the driver lessons
- the day they took the test
- the time of day that they took the test

The software I will be using to store this information will be Microsoft Excel. I will house the information in spreadsheets and here I will be able to select random samples and sort my data.

I will also be using a program called Autograph. This program will enable me to draw graphs and do important calculations. Without this software it would take me a long time to draw out the diagrams I need for the investigation.

During the investigation I will be using sampling. This is where I will be taking a portion of the population to gather my results, instead of using all 240 people. This means that the data will be easier to handle and I will have less points to plot on my graphs but still keep accurate results.

HYPOTHESIS ONE – MALES ARE BETTER DRIVERS THAN FEMALES

For my first hypothesis I will be answering the question “Are male drivers better than females.” To do this I will record the number of minor mistakes made during the driving test.

I will take a random sample of 30 males and 30 females and compare the results.

Middle

10

14

A

31

7

A

13

14

A

15

12

A

22

14

A

25

6

A

11

14

A

30

12

A

6

27

A

15

11

A

11

3

A

20

14

A

10

1

A

Here are the data I will be using for my graphs for Instructor A. I will construct a scatter graph for each driving instructor showing mistakes against lessons, one graph for males and one for females. This will show me if the instructor prefers to take male drivers, and is he more effective at teaching males.

We have a complete set of data here with no missing values, this helps us to make more accurate conclusions. There are 29 pieces of data for males and 30 for females.

Remember that number of mistakes are on the y axis and number of lessons are on the x axis.

Here we can see that instructor A treats female and male drivers the same. The lines of best fit go in the same direction at almost the same angle. The best fit line seems to go through a number of points, showing us that it is accurate.

The correlation coeff shows us that for females it is -0.401 and for males is is -0.629. This shows us that the lines are very similar meaning that the instructor teaches men and women equally.

INSTRUCTOR B

MALE DRIVERS FEMALE DRIVERS

No. of Lessons | No. of mistakes | Instructor |

30 | 3 | B |

16 | 21 | B |

39 | 9 | B |

25 | 10 | B |

32 | B | |

24 | 11 | B |

14 | 22 | B |

32 | 6 | B |

31 | 4 | B |

39 | B | |

23 | 12 | B |

10 | 30 | B |

34 | 6 | B |

40 | 11 | B |

40 | 15 | B |

30 | 3 | B |

16 | 22 | B |

17 | 19 | B |

31 | 1 | B |

15 | 21 | B |

14 | 22 | B |

23 | 8 | B |

25 | 5 | B |

15 | 24 | B |

19 | 16 | B |

13 | 28 | B |

29 | 1 | B |

40 | 7 | B |

20 | 15 | B |

32 | B | |

No. of Lessons | No. of mistakes | Instructor |

18 | 19 | B |

26 | 32 | B |

17 | 28 | B |

38 | 26 | B |

31 | 32 | B |

29 | 5 | B |

26 | 19 | B |

19 | 29 | B |

24 | B | |

23 | 20 | B |

11 | 17 | B |

20 | 28 | B |

30 | 24 | B |

31 | 33 | B |

23 | 3 | B |

23 | 10 | B |

22 | 30 | B |

10 | 22 | B |

31 | 19 | B |

14 | 17 | B |

17 | 5 | B |

32 | 20 | B |

25 | 32 | B |

27 | 5 | B |

34 | 16 | B |

12 | 33 | B |

26 | 26 | B |

14 | 17 | B |

36 | 28 | B |

21 | 14 | B |

I do not have complete data for instructor B.

Conclusion

FEMALE DRIVERS

When I compare the female box and whisker to the male box and whisker, the first thing that catches my eye is that for females all the average number of mistakes are above the male average number of mistakes. This shows me that every instructor gives females more mistakes than they do males.

Instructor C is the least consistent with his results as his inter-quartile ranges are the largest. He gives a wide range of results compared to instructor A and D who has the majority of their drivers in the same area.

The box and whisker diagrams are very helpful in exploring my hypothesis. I said that instructors prefer male drivers to females and I have proven this with my analysis.

CONCLUSION

My three hypothesis’s are linked together. In my first hypothesis I said that male drivers were better than females. I found this to be correct. I than asked if the number of lessons would affect the number of mistakes in the test. I found that they affected males but not females. I believed this to be unreliable data and a way of making it more accurate would have been to repeat the investigation. My third hypothesis was if the instructor made a difference on the number of mistakes you made and if the instructor preferred taking male drivers to females. I found that this was correct and that different instructors marked differently.

I would say that my investigation was a successful one and my hypothesis’ were correct. The software I used was accurate and gave me reliable results. Overall male drivers were better than females!

This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

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