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The median for the male set of data is 165, and for the female set of data it is 163. I also conducted a
pre-test on collecting pupil’s temperature on myself. Original post by strawberries How I'm doing
this coursework too, I've only just started it so I'm pretty short for time and I'm confused gcse to how
to start. The bell shaped curve has the highest point is in the middle of the curve where the line of
symmetry (the mean) while smoothly curving symmetrical slopes on both sides of the centre, which
makes it looks like a bell. When it comes to the courses they have chosen to study, they don't always
like them and are interested in mastering them. This suggests to me that like the girls in Year 7, the
boys in Year 8 are split generally into those who have come into puberty and those who have not. I
believe the reason for this is that the Year 10 and 11 girls have more or less, all been through the
puberty growth spurts. However, according to median, the year group that has the highest
attendance figures would be the Year 7 and 11, while the Year 8 owns the last place. Have backend
research always available and accessible. Reading was a heavy component in elementary school, and
my mom and I would take weekly trips to Starbucks where we would sit in the nice, comfy chairs
and read for as long as we wanted to. This is because Key Stages 3, 4 and 5 all had semi inter-
quartile ranges of 5.1 and ranges therefore of 10.2. I will do this using the method of stratified
sampling. For this one, I split the set in two and used one boy and one girl to be more-able and the
other two to be less. I will do this for boys and girls separately as they have their growth spurts at
different times. The year group that has the most consistent attendance was the Year 8 with an
interquartile range of 9.3333, while the Year 9 have the widest range of attendance as it has an
interquartile range of 16.0457. Another interesting factor is that the Year 7s and the Year 11s again,
have the same interquartile range of 11. It is also useful for estimating how much more or less there is
than a certain amount. This way, it does not only reduce the amount of time for me to process the
data, it also reduces its quantity. I also think that this would be the opposite in any other school.”
This proves what I thought, that the boys will make a better improvement from their Key Stage 2 to
Key Stage 3 mark. These results also seem to correlate with the scientific theory of later male
development however to make a solid conclusion of the issue I would need stronger results. The
males are negatively skewed; meaning most of the estimates were between the median (which was
close to zero) and 2.04, giving exceptionally accurate results. To do this I will calculate the mean,
median, mode and range of each set of data and use these values to calculate the inter-quartile range
and the standard deviation to show the spread of the data. Nevertheless, the students that are within
their exam years should have a much higher attendance percentage than those who don’t. It is used to
find the extent to which two sets of data correlate. After looking at age on its own and with ability, it
has been difficult to find any sort of absolute connection between these categories. A scientific
calculator is used, to randomly select attendance figures that I am going to use, so that the new set of
statistics isn’t bias and isn’t affected by my conscious decision. Average SATS Score shows that the
higher the IQ of a Year 11 Girl, the higher the average SATS Score will be, and the statistic that
supports this is the Spearmans Rank Correlation Coefficient as it is 0.7384; and as 1 is the highest
and -1 is the lowest; 0.7384 is high as it is close to 1. I got the results gain by taking away the KS2
results average with the KS3. By using stratified sampling I will then only use a fair amount of data
according to the percentage that I’m comfortable with. Using the new set of data, I will collate the
data in frequency tables (to display all of the frequency distributions), in order to enable easy
interpretation and analysis. With these results I will calculate the Product Moment Correlation
Coefficient of the data to determine if there is a correlation, and whether the correlation is significant.
So, because of this, the formula that I will be using will be this. This shows that the Correlation
Coefficient is positive, as 0.668 is high compared to the difference between -1 and 1 which means
that the higher the IQ, the higher the Average SATS Score. Variance is a measure of spread that uses
all of the data. This will allow me to create diagrams such as the cumulative frequency polygons and
calculate, for example, the standard deviation much easier and quicker. It seems like the students in
Year 7 are as enthusiastic about learning (or probably friends) as the Year 11s are. The only problem I
will expect to have is a typing error in my calculator but I will have to be careful in typing in the
correct calculations to get the right answer. By using Spearman’s rank, the results will tell me the
specific correlation in a form of figures that will then be placed on the scale to see if there is a
negative, positive or no correlation at all. Since the method of your argumentation or research study
will depend upon analytical analysis strategies unless you are resorting to utilize qualitative research
study, this is Statistic coursework can fall in to detailed statistics, mathematical statistics or
inferential statistics. On my scatter graphs there were three cars that showed up as anomalies as they
were further apart from the rest of the data because of this I repeated my scatter graphs for every
hypothesis. This time I will be including Key Stage 5, as it does include both male and female
students, and therefore I compare these as I would with the other Key Stages. So far, the mean data
collected does seem to tally with the hypothesis made that broadsheet newspapers are more difficult
to read than tabloids. Nevertheless, the students that are within their exam years should have a much
higher attendance percentage than those who don’t. I think that in Challney High Schools case the
boys make a better improvement than the girls. I will then discard any anomalies (results above 50%
error) and create box plots for Key Stages 3, 4 and 5 separately. The formula I will use for
Spearmans rank correlation coefficient is. It has nothing to do with maths ability or age, but
apparently gender does have some effect. We uphold a database where each order is saved after
completing the task. All these articles are pretty much individual to the respective papers and
therefore the style of writing on vocabulary used will be extremely different and also therefore be
representative of each papers individual style. Below is how to work out the variance and standard
deviation in step-by-step. Using the new set of data, I will collate the data in frequency tables (to
display all of the frequency distributions), in order to enable easy interpretation and analysis. From
these tables I have plotted a scatter diagram in Microsoft Excel Application using the entire sample
population. Of course, I predict that the higher the ability of the student, the higher their accuracy of
estimation, but I will see if this is actually true. However, I bring this result into question as the Year
8 girls have such a large range of heights compared to the other year groups, and this may have some
affect on the inter-quartile range. The rest of the diagrams and drawings have been completed neatly
and accurately by the computer, so there isn’t a huge mess on the drawings. Average SATS Score
shows that the higher the IQ of a Year 11 Girl, the higher the average SATS Score will be. Rather
than simply showing there may be a few words with a ridiculous number of syllables that push just
the mean upwards. From this, I decided to re sample the Year 7 boys’ and the Year 11 boys’ data as
the other sample was simply too small to show anything of fairness, I used systematic sample-taking
every third student. So, this means that, if the age actually affects the students’ attendance, why is it
the Year 7, who is supposed to be the most immature and youngest students in the school come out
with the highest attendance figures. I have not plotted a line of best fit, as there is no correlation. I
will use quantitive data which include numbers e.g. IQ and Average SATS score.
The highlighted cells with the bold numbers are the new set of data (this is a stratified data). Average
SATS Score shows that the higher the IQ of a Year 11 Girl, the higher the average SATS Score will
be, and the statistic that supports this is the Spearmans Rank Correlation Coefficient as it is 0.7384;
and as 1 is the highest and -1 is the lowest; 0.7384 is high as it is close to 1. But for those who are
not an independent learner and still get wonderful exam results, they might concentrate hard in
lessons when they are actually in school and absorbs everything that they learn. Whereas in Key
Stage 5’s box plot, there is a negative skew as the median (-4.76) is closer to the lower quartile (-
6.16). This means most of the estimates are between -4.76 and -6.16 and fewer above -4.76,
extremely far off zero compared with Key Stage 4, and therefore the estimates are much less
accurate. Also, in my cumulative frequency diagrams, the Year 7 also has a much better attendance
figure within the middle 50%. The year group that has the most consistent attendance was the Year 8
with an interquartile range of 9.3333, while the Year 9 have the widest range of attendance as it has
an interquartile range of 16.0457. Another interesting factor is that the Year 7s and the Year 11s
again, have the same interquartile range of 11. If r s is close to zero, the ranks is neither agreeable nor
disagreeable. This is because of the numbers that has been rounded off during the calculations by the
calculator. Also, in my cumulative frequency diagrams, the Year 7 also has a much better attendance
figure within the middle 50%. Original post by Lumos Hi I'm airport a similar stats coursework and I
need to do pretty much coursework same thing as you guys and i'm really stuck. What is apparent is
that males seem to be better at estimating than females. Because of this I’ve decided to use the
stratified sampling method to handle the vast amount of data. From this, I found the spearman’s rank
correlation between the Year 7 girls and the Year 11 girls and the Year 7 boys and the Year 11 boys.
However, according to median, the year group that has the highest attendance figures would be the
Year 7 and 11, while the Year 8 owns the last place. Year 7 has some largely differing heights within
the middle 50% where as in Year 10 and 11 the heights of the middle 50% of the girls has come a lot
closer. By doing the standard deviation I am then able to see the Normal distribution for each year
and also compare them with each other and see much more clearly which year group have a higher
attendance figure. However, that is not the case with research papers and coursework. I think this
would be useful because the girls may have made preference changes at a younger age. The less able
pupils’ box and whisker plot is lower on my scale and a lot more spread out as they have not
improved much as my hypothesis says Also they have very varied improvements as some will have
tried harder than others. The year group that has the lowest attendance is the Year 10 with a mean of
83.7244898. According to the mean, my hypothesis is wrong because I stated that the Year 11 and
perhaps the Year 9 might and should have the highest attendance as they are in exam years. I chose
30 cars as I will have enough data to make hypotheses, but choosing more than 30 cars would be too
much data to use. This shows that the overall attendance for the particular academic year is very
good. A 6, 10, 12 and even 15-year-old students can still have a stunning 100% attendance figures at
school just by having that one important reason of why they have to come to school everyday (and
again it might not have anything to do with age at all). Therefore, more education equals better exam
results. I feel I have enough evidence to suggest that my hypotheses are correct. To choose the pupils
I am going to select at least 4 boys and 4 girls at one time, and I am going to randomly point my
finger to the first people I see in the classroom, but only to the correct number of boys and girls from
that particular year group. Because of this I’ve decided to use the stratified sampling method to
handle the vast amount of data. Again Key Stage 4’s median is the closest to zero (-1.36), Key Stage
5’s median is further from zero (-4.76) and Key Stage 3 is further still (-6.16). This means on average
Key Stage 4 were much more accurate than Key Stage 5, and the skew only emphasizes this point.
This is because of the numbers that has been rounded off during the calculations by the calculator.
The differences between the tabloids in terms of content and style will also be interesting to note.