# The 3 statements I am going to investigate are: -Does the gender of the student have an affect on their KS2 result in English?Do students who do well in Maths, also do well in Science?How does the IQ of the students affect their results?

Mischaley Mercier                                                                                         Mr. Holden

11s

Maths Coursework

The Mayfield High School Project

### Introduction

The task I have been set is to produce a project on Mayfield High School (fictitious), and to investigate the relationships between a number of variables like age, 1Q, weight, KS2 results etc. These aspects will be compared between 50 male and female students in Year 10 and 11, which I randomly selected using the random key in the calculator (#) and inserted out of the 371 pupils altogether to be included in my investigation.

The 3 statements I am going to investigate are: -

Does the gender of the student have an affect on their KS2 result in English?

Do students who do well in Maths, also do well in Science?

How does the IQ of the students affect their results?

I am interested in these specific areas because I believe that an investigation with these variables would lead me to understanding more what affects the results of the pupils.

My hypothesis for my first statement is that the gender of the student does have an affect on the KS2 results in English, and that boys generally do better than girls is both Years 10 and 11.

For my second statement I am making the prediction that most students who do well in Maths will do well in Science, but when students don’t do well in Maths they will generally not do well in Science.

My hypothesis for my third statement is that the IQ of both male and female students will have an affect on what their KS2 results are, and that the higher their IQ the better their results.

The information I will need to collect will be the gender of my 50 selected students, their Maths, English and Science KS2 results and their IQ. I will find this from a database of information on the school’s pupils in Year 10 and 11, supplied to me by my teacher.

I have chosen these sources of information because although I was given a lot of variables to choose from, I found that the amount of TV watched, the height and the weight of the students were irrelevant to my coursework. I know this data is reliable because it was retrieved from the Edexcel website.

I will use a sample size of 50 students, which will be chosen at random using the random key in the calculator. By dividing the number of male students in Year 10 by the total amount of students, and then multiplying that by the sample size 50, I was able to get the number of male students I should have in my investigation. I did this calculation for both males and females in Year 10 and 11, and it worked out that I should have 14 male students from Y10 and 13 girls. In year 11 I should have 11 boys and 12 girls.

The fact that the results are selected randomly with the random key (Ran #),

and that the correct calculations have been done to determine how many from each year and gender should be picked, means that my investigation and sampling will be a fair test.

How I then go about investigating my hypotheses is very important, because the more in depth and detailed it is, the more stable and reliable my work will be. I will be using the calculations of mean, mode and median in my work, as well as box and whisker and standard deviation. I feel these calculations are relevant because they are all methods of comparing my results and give clear evidence to whether or not my hypotheses are right. All throughout I will explain what I have done and why.

In this project I will also use graphs/diagrams to test my hypotheses and to give visual evidence of positive or negative correlation between results. I will construct a number of scatter graphs, which will compare the correlation between two variables at a time. I will then be able to put in a line of best fit and add an equation that will link the two variables.

#### Analysis

I will start my analysis by first investigating my first hypothesis, for which I have predicted that gender does affect the KS2 English results of students in Year 10 and 11, and that boys generally do better than girls.

Looking back at my sample size of 50 students, I will now begin to compare the results of each subject between boys and girls from both years, using a number of methods.

The scatter graphs show the English results in Year 10 in KS2. The boys results seem to be more of a higher balance than the girls, with the mean level achieved being 4 (3+3+3+3+3+4+4+4+4+5+5+5+5+5)/14. With the girls however the mean level achieved is 3.8 (2+3+3+4+4+4+4+4+4+4+4+5+5)/13. By finding out the mean, I am given a foundation in evidence for my prediction being correct, as the mean begins to suggest that boys are smarter than girls in English.

I will now do the same for the boys and girls in Year 11, to see if their results reflect what I have discovered so far.

The above scatter graphs for the English results in Year 11 for KS2, again clearly show that boys are achieving higher grades than girls in English. This is shown by the fact that there are a number of boys achieving level 5, compared to only a couple in the graph for girls. The mean level achieved for boys here is 4.6, while for girls it is 3.9.

Before I analyse these results in more detail however, I am going to present all the English results for both years in one big scatter graph to see the correlation more clearly.

The above scatter graph shows the KS2 English results for both girls and boys in years 10 and 11. I added in a tread line for both the results of boys and the results of girls. Now that I have added in the line of best fit, u can clearly see that the line for boys is steeper than the one for girls and has a stronger positive correlation, in effect proof that boys ...