YEAR OF EXAMINATION: June 2021

SUBJECT: Mathematics

CANDIDATES’ NUMBERS:

CANDIDATES’ NAMES:

TITLE: An investigation to determine whether Form 2E students of the academic year 2012 –

2013 performed better in Term 1 or Term 3 in Mathematics at a secondary school.

TEACHER: Mr. Ahmad Ali

An investigation to determine whether Form 2E students of the academic year 2012 – 2013

performed better in Term 1 or Term 3 in Mathematics at a secondary school.

1
 Table of Contents

Project Title ................................................................................................................................... 1

Introduction ................................................................................................................................... 3

Method of Data Collection ........................................................................................................... 4

Presentation of Data ..................................................................................................................... 5

Analysis of data ........................................................................................................................... 10

Discussion of Findings ................................................................................................................ 14

Conclusion ................................................................................................................................... 16

References .................................................................................................................................... 17

Appendix ...........................................................................................Error! Bookmark not defined.

2
 Introduction

A secondary school wanted to determine whether their students performed better in the first term

or the third term. Statistical techniques can be used to compare different sets of data. The

techniques can then be used to analyze the data sets. The purpose of this research is to determine

whether the Form 2E students performed better in Term 1 Mathematics or Term 3 Mathematics.

To obtain the results, the data pertaining to the students marks for each individual term would be

obtained, from these marks, cumulative frequency curves and histograms would be drawn. These

specific statistical graphs would then be analyzed. Statistical techniques would then be used to

acquire the results about each term.

The following objectives were performed:

• The mean mark for Term 1 and Term 3 were calculated and they were both compared.

• The lower quartile, the upper quartile and the interquartile range were calculated.

• The median mark for Term 1 and Term 3 were calculated.

• The probability of students who scored ≥ 55 in both terms was calculated.

• The Standard Deviation for both terms were calculated.

3
 Method of Data Collection

The data required for this project was obtained from the school’s administration and with their

consent it was used. The data obtained was secondary, quantitative, discrete data. In the academic

year 2012-2013, there were thirty-five (35) students in form 2E. These thirty-five (35) students

were present for Term 1 and Term 3 and participated in Mathematics for both terms.

4
 Presentation of Data

Frequency Tables

Mark (x) Frequency (f) Midpoint F(x) C.F. (𝑥 − 𝑥̅ )2

(x) x̅=56.9

1-10 0 5.5 0 0 2641.96

11-20 0 15.5 0 0 1713.96

21-30 1 25.5 25.5 1 985.96

31-40 1 35.5 35.5 2 457.96

41-50 6 45.5 273 8 129.96

51-60 16 55.5 888 24 1.96

61-70 6 65.5 393 30 73.96

71-80 5 75.5 377.5 35 345.96

81-90 0 85.5 0 35 817.96

91-100 0 95.5 0 35 1489.96

Σf = 35 Σf(x)= 1992.5 ∑(x-x̅)2 = 8659.6

Table 1, Frequency Table showing the Form 2E Mathematics marks for Term 1.

5
Mark (x) Frequency Midpoint (x) F(x) C.F. ̅) 𝟐
(𝒙 − 𝒙

(f) ̅ = 𝟓𝟎. 𝟏
𝒙

1-10 0 5.5 0 0 1989.16

11-20 0 15.5 0 0 1197.16

21-30 0 25.5 0 0 605.16

31-40 9 35.5 319.5 9 213.16

41-50 10 45.5 455 19 21.16

51-60 10 55.5 555 29 29.16

61-70 4 65.5 262 33 237.16

71-80 1 75.5 75.5 34 645.16

81-90 1 85.5 85.5 35 1253.16

91-100 0 95.5 0 35 2061.16

Σf = 35 Σf(x)= 1752.5 ∑(x-x̅)2 = 8251.6

Table 2, Frequency Table showing the Form 2E Mathematics marks for Term 3.

6
 Cumulative Frequency Curves

Figure 1 showing the Cumulative Frequency Curves for Term 1 and Term 3

7
 Histogram 1

Figure 2 showing Histogram for Term 1.

8
 Histogram 2

Figure 3 showing Histogram for Term 3.

9
 Analysis of data

Term 1 Term 3

Mean

The mean mark for Term 1 The mean mark for Term 3

Mean = 𝛴𝑓𝑥 ÷ 𝛴𝑓 Mean = 𝛴𝑓𝑥 ÷ 𝛴𝑓

Mean = 1992.5 ÷ 35 Mean = 1752.5 ÷ 35

Mean = 56.9 to 3 significant figures. Mean = 50.1 to 3 significant figures.

Lower and Upper Quartile

The lower quartile and the upper quartile for The lower quartile and upper quartile for Term

Term 1 was examined from the graph. 3 was examined from the graph.

Lower Quartile = Q1 Lower Quartile = Q1

Upper Quartile = Q3 Upper Quartile = Q3

According to the Cumulative Frequency According to the Cumulative Frequency

Curve, the lower and upper quartile are as Curve, the lower and upper quartile are as

follows: follows:

Lower Quartile = 51 Lower Quartile = 40

Upper Quartile = 63 Upper Quartile = 58

10
 Interquartile Range

The interquartile range for Term 1 The interquartile range for Term 3

Interquartile Range = Q3-Q1 Interquartile Range = Q3-Q1

Interquartile Range = 63 – 51 Interquartile Range = 58-40

Interquartile Range = 12 Interquartile Range = 18

Median

The median mark for Term 1 The median mark for Term 3

Median = ½ (n + 1) Median = ½ (n + 1)

Median = Q2 Median = Q2

According to the Cumulative Frequency According to the Cumulative Frequency

Curve, the median mark is as follows: Curve, the median mark is as follows:

Median = 55 marks Median = 48 marks

Standard Deviation

The standard deviation for Term 1 The standard deviation for Term 1

∑(x-x̅)2 ∑(x-x̅)2
Standard Deviation σ = √ Standard Deviation σ = √
n n

• Where x = individual score • Where x = individual score

11
 • Where 𝑥̅ = The mean of the group • Where 𝑥̅ = The mean of the group

scores scores

• Where n = sample size • Where n = sample size

8659.6 8251.6
Standard Deviation for Term 1 = √ Standard Deviation for Term 3 = √
35 35

Standard Deviation for Term 1 = 15.7 to Standard Deviation for Term 3 = 15.4 to one

one decimal places decimal place

Range

The range for Term 1 The range for Term 3

Range = Highest Observation – Lowest Range = Highest Observation – Lowest

Observation Observation

Range = 79-25 Range = 82 – 31

Range = 54 Range = 51

12
 The probability that a random student scored ≥ 55%

Term 1 Term 3

The total number of students = 35 The total number of students = 35

According to the Cumulative Frequency According to the Cumulative Frequency

Curve, the number of students who scored 55% Curve, the number of students who scored 55%

and over = 35-14 = 21. and over =35-23 =12.

According to the Cumulative Frequency According to the Cumulative Frequency

Curve, the probability that a student chosen at Curve, the probability that a student chosen at

random has scored 55% and over is equal to random has scored 55% and over is equal to

The probability that student chosen at random The probability that student chosen at random
21 12
has scored 55% and over = 35 × 100 has scored 55% and over = 35 × 100

∴ The probability that a random student scored ∴ The probability that a random student scored ≥

≥ 55% in Term 1 = 60% 55%in Term 3 = 34.3% to 3 significant figures.

13
 Discussion of Findings

Based on the data, the mean mark for Term 1 was 62.3 and the mean mark for Term 3

was 49.2 marks. The mean for Term 3 is higher than that of the mean for Term 1. It is logical to

assume that due to the mean mark being higher in Term 1, the students of this class performed

better in Term 1 than Term 3. There was a 26.6% change in the means for both terms. The upper

and lower quartile for Term 1 was 63 and 51 marks respectively. The upper and lower quartile

for Term 3 was 58 and 40 marks, respectively. It can be said that Term 1 had a higher upper and

lower quartile as compared to that of Term 3.

The data also revealed the range and interquartile range for each term. The range for

Term 1 was 54 marks. The range for Term 3 was 51 marks. Since both terms had a very similar

range, it is logical to say that both data sets were spread out very similarly. Due to the range for

Term 1 being relatively large (54 marks, as compared to the highest observation which was 79),

Term 1 is said to have large variability This represents vast differences in the data set. This also

means that the data would not yield more precise measurements Due to the range for Term 3

being relatively large (51 marks as compared to the highest observation which was 82). The

range for Term 3 has also has a large variability.

The median for Term 1 was 55 marks. The median for Term 3 was 48 marks. The median

mark was higher for Term 1 which means the students performed better in Term 1.

14
 The Interquartile Range of the data for Term 1 was 12 marks. This interquartile range is

relatively small. (The Upper Quartile was 67). The Interquartile Range for Term 1 shows that the

middle half of the data has little variability. This means that the middle half of the data has

similar values. The Interquartile range is not easily affected by outliers or a skewed data set. (It

only considers middle values). The Interquartile Range of the data for Term 3 was 18 marks.

This interquartile range is relatively small. (The Upper Quartile was 60.5). The Interquartile

Range for Term 3 shows that the middle half of the data has little variability. This means that the

middle half of the data has similar values.

The standard deviation for both terms were low, indicating that the marks were close to

the mean. Therefore, the mean is a good indication of how the students performed.

The probability that a random student chosen passed in both terms was examined. The

probability that a student chosen at random passed in Term 1 was 60%. This is compared to term

3. The probability that a student chosen at random passed in Term 3 was 34.3%. Term 1 had a

higher pass rate as compared to Term 3. Based on this, the students performed better in Term 1.

15
 Conclusion

This S.B.A. was used to determine whether Form 2E Mathematics students at a secondary school

performed better in Term 1 or Term 3. From the data collected and analyzed, the students

performed better in Term 1.

16
 References

Steele (May 2017) THE ESSENTIAL MATHEMATICS SBA HANDBOOK: A GUIDE FOR

CSEC EXAMINATION

Statistical Language! (2008, June 26). Australian Bureau of Statistics.

https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/6FA51527EA94B3CCCA2574

7400158EB5?opendocument

Measures of dispersion. (n.d.). PubMed Central (PMC).

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3198538/#:%7E:text=Standard%20devia

tion%20(SD)%20is%20the,an%20easier%20formula%20is%20used

17
 Appendix

2D geography 2012 2013

Term Marks

Term 1 25, 40, 41, 41, 46, 47, 47, 48, 51, 52, 53, 54,

54, 54, 55, 55, 55, 56, 56, 57, 57, 58. 58, 60,

61, 61, 61, 62, 63, 63, 71, 73, 75, 78 & 79

Term 3 31, 34, 36, 37, 38, 38, 39, 39, 40, 41, 43, 43,

44, 44, 47, 47, 48, 48, 49, 51, 51, 51, 52, 55,

57, 58, 58, 58, 59, 61, 62, 63, 66, 73 & 82

Table 3 showing the Mathematics marks for Term 1 and Term 3.

Term No. of No. of % % % % %

Students Students 0 20-39 40-59 60-79 80-100

Passed Failed

Term 1 21 14 0 1 22 12 0

Term 3 16 19 0 8 21 5 1

Table 4 showing a summary of the results from Term 1 and Term 3.

18