Investigating the Relationship Between English and Math Scores of Students
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Investigating the Relationship Between English and Math Scores of Students
Task: To investigate the relationship between the results in Maths and English of the students in Key Stage 4 at Mayfield High School Plan: To investigate two questions related to the relationship between the results in the key stage 2 Maths and English Sats of students in KS4 at Mayfield high school 1. Do students who do well in Maths also do well in English 2. Do girls do better than boys in maths and English I am going to take a large sample, 60 (510 % of the total) of the students in MayfieldHigh School. The larger the sample the more accurate the reading will be When all the data has been collected and recorded I am going to represent it by using graphs of various types: Q1  Scatter diagram (positive correlation) Q2  Cumulative frequency diagram Box plot Once I have drawn my mathematics graphs and diagrams I will analyse the data to see whether I can draw any conclusions. My hypotheses are 1. Children who do well in Maths will generally do well in English. 2. Girls do better than boys in maths but boys do better in English. Results: I have taken a random sample of students from the Mayfield database. I have decided to take a sample of 60 students as this is between 5 and 10 % of the total number. I have taken random names so am unsure how many girls or boys there will be, but I am assuming they are near equal. To take the random sample I picked 1 in every 10 student and then to make up numbers I thought of any random number and inserted that in too. Question 1: To answer this question I will need to make a scatter diagram with the English and maths results of all the people chosen to do this piece with. This will enable me to: compare maths and English results for all students. If I see any correlation in the scatter diagram I will draw a line of best fit. Question 2: To answer this question I will need a cumulative frequency diagram, to check whether girls do better than boys in English. As you can see from the scatter diagram most students results were on the diagonal in the middle of the graph on the line x = y. Hence this is an ideal place to measure the line of best fit from. Out of all the 60 students, 38 student got the same level of English and maths results, also 9 out of 60 did better in English, so it is possible to say that if a student does well in math, he/she will also do well in English. 2. for the girls results 19 out of 32 got the same in both, 7 did better in English, and 6 did better in math. For the boy's results 20 out of 28 got the same in both, 3 did better in English, and 5 did better in math. This may give a small suggestion as to what will happen in Question 2 In order to be able to fully show the English and maths results. I am going to represent the data several cumulative frequency diagrams. I can then calculate the median. By doing this I will be able to see whether girls do better than boys in English and Maths. Cumulative frequency Level (up to and including) English Math 3 20 21 4 48 48 5 59 58 6 60 60 Girls Level English Math 3 11 13 4 27 26 5 32 32 6 32 32 Boys Level English Math 3 8 7 4 20 21 5 27 26 6 28 28 The median is the next thing to be calculated Low median Up 60E 3 3.91 6 60M 3 3.88 6 32GE 3 3.31 5 32GM 3 3.78 5 28BE 3 4.04 6 28BM 3 4.07 6 The cumulative frequency diagrams for the whole sample show quiet a small but significant difference. The median is similar in all of the results: Girls: For the girls there is a surprisingly large difference between English and math, for both subjects the median is smaller than all the results as a whole, but this is particular in English where the results are extremely low. Boys: The maths results are fractionally higher than the English. In both subjects the median is higher than the total median which suggests that boys do better than girls. All of this shows that achieving boys and boys in general do better than achieving girls and their total, in both subjects but particularly in English. But I could improve my results and their accuracy more by using a bigger sample and making sure that there is a same number off girls as there are boys. Analysis of hypothesis: Q1. The answer is appears to be yes in both cases, as shown by the scatter diagram. My hypothesis was correct in this case Q2. It is clear that my hypothesis was incorrect because, as shown by the scatter diagram, boys do considerably better than girls in both subjects. How to Cite this Page
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"Investigating the Relationship Between English and Math Scores of Students." 123HelpMe.com. 24 Apr 2014 <http://www.123HelpMe.com/view.asp?id=122358>. 
