SMK. ST.

FRANCIS CONVENT (M), 88000 KOTA KINABALU,

SABAH
ADDITIONAL MATHEMATICS PROJECT WORK 2013
STATISTICS OF STUDENTS SCORES IN AN EXAMINATION
NAME
: Noor Shazlien bt. M. Jamal
CLASS
: 5 Pure Science 1
I/C NUMBER
:
EXAM REGISTRATION NO:

N
o1

Conten
ts
PART 1
Importance of data analysis in daily life
The types of Measure of Central
Tendency and of Measure of Dispersion

Page
3-5

PART 2
Raw data
Frequency Distribution Table

Measure of central
tendency i) Mean
ii) Mode
iii) Median
PART 3
Measure of
Dispersion
- Interquartile
range
PART 4
Problem solving
REFLECTION
REFERENCES

6 - 11

4
5
6

12
15

17
19
20
21
27

PART 1
Importance of data analysis in daily life
Data analysis is a process used to transform, remodel and revise certain
information (data) with a view to reach to a certain conclusion for a given situation
or problem. Data analysis can be done by different methods as according to the
needs and requirements.
For example if a school principal wants to know whether there is a relationship
between students performance on the district writing assessment and their
socioeconomic levels. In other words, do students who come from lower
socioeconomic backgrounds perform lower, as we are led to believe? Or are there
other variables responsible for the variance in writing performance? Again, a
simple correlation analysis will help describe the students performance and help
explain the relationship between the issues of performance and socioeconomic
level.
Analysis does not have to involve complex statistics. Data analysis in schools
involves collecting data and using that data to improve teaching and learning.
Interestingly, principals and teachers have it pretty easy. In most cases, the
collection of data has already been done. Schools regularly collect attendance
data, transcript records, discipline referrals, quarterly or semester grades, normand criterion-referenced test scores, and a variety of other useful data. Rather
than complex statistical formulas and tests, it is generally simple counts, averages,
percents, and rates that educators are interested in.
There are many benefits of data analysis however; the most important ones are as
follows: - data analysis helps in structuring the findings from different sources of
data collection like survey research. It is again very helpful in breaking a macro
problem into micro parts. Data analysis acts like a filter when it comes to acquiring
meaningful insights out of huge data-set. Every researcher has sort out huge pile of
data that he/she has collected, before reaching to a conclusion of the research
question. Mere data collection is of no use to the researcher. Data analysis proves to
be crucial in this process. It provides a meaningful base to critical decisions. It
helps to create a complete dissertation proposal.
One of the most important uses of data analysis is that it helps in keeping human
bias away from research conclusion with the help of proper statistical treatment.
With the help of data analysis a researcher can filter both qualitative and
quantitative data for an assignment writing projects. Thus, it can be said that data
analysis is of utmost importance for both the research and the researcher. Or to
put it in another words data analysis is as important to a researcher as it is
important for a doctor to diagnose the problem of the patient before giving him any
treatment

The types of Measure of Central Tendency and of Measure of Dispersion.

Central tendency gets at the typical score on the variable, while dispersion gets at
how much variety there is in the scores. When describing the scores on a single
variable, it is customary to report on both the central tendency and the dispersion.
Not all measures of central tendency and not all measures of dispersion can be
used to describe the values of cases on every variable. What choices you have
depend on the variables level of measurement.
Mean
The mean is what in everyday conversation is called the average. It is calculated by
simply adding the values of all the valid cases together and dividing by the number
of valid cases.
x
fx
x
or x
N
f
The mean is an interval/ratio measure of central tendency. Its calculation
requires that the attributes of the variable represent a numeric scale
Mode
The mode is the attribute of a variable that occurs most often in the data set.
For ungroup data, we can find
mode by finding the modal
class and draw the modal
class and two classes adjacent
to the modal class. Two lines
from the adjacent we crossed
to find the intersection. The
intersection value is known as
the mode.
Median
The median is a measure of central tendency. It identifies the value of the middle
case when the cases have been placed in order or in line from low to high. The
middle of the line is as far from being extreme as you can get.

mL 2
fm

There are as many cases in line in front of the middle case as behind the middle
case. The median is the attribute used by that middle case. When you know the
value of the median, you know that at least half the cases had that value or a higher
value, while at least half the cases had that value or a lower value.
Range
The distance between the minimum and the maximum is called the range. The
larger the value of the range, the more dispersed the cases are on the variable; the
smaller the value of the range, the less dispersed (the more concentrated) the
cases are on the variable
Range = maximum value minimum value
Interquartile range (IQR) is the distance between the 75th percentile and the 25th
percentile. The IQR is essentially the range of the middle 50% of the data. Because
it uses the middle 50%, the IQR is not affected by outliers or extreme values.

1
NF
Q1 L 4
C
f m

IQR = Q3 - Q1

3
NF
Q3 L 4
C
f m

Standard Deviation
The standard deviation tells you the approximate average distance of cases from the
mean. This is easier to comprehend than the squared distance of cases from the
mean. The standard deviation is directly related to the variance.
If you know the value of the variance, you can easily figure out the value of the
standard deviation. The reverse is also true. If you know the value of the standard
deviation, you can easily calculate the value of the variance. The standard
deviation is the square root of the variance

fx
f

x 2

PART 2
1. March Additional Mathematics test scores for 30 students.
Students
1
2
3
4
5
6
7
8
9
1
10
1
12
13
14
51
16
17
18
29
20
21
2
23
24
25
26
27
28
93
0

Marks
55
60
63
65
73
74
75
75
76
77
78
80
81
82
83
84
84
86
86
86
87
88
88
89
90
90
90
91
93
95

2. Frequency distributions table:

Marks
55 - 59
60 - 64
65 - 69
70 - 74
75 - 79
80 - 84
85 - 89
90 - 94
95 - 99

Tall
y|
|
||
|
||
|
||||
|
||||
|||
||

Frequency
1
2
1
2
5
6
7
5
1

a) I) Mean
The mean mark of 30 students can be found by using the formula:

fx
f

Marks

Midpoin
t,
5x
76
62
7
72
87
28
97
29
7

55 - 59
60 - 64
65 - 69
70 - 74
75 - 79
80 - 84
85 - 89
90 - 94
95 - 99

From the table

f = 30
fx = 2435
Therefore,
mean,

2435
30
= 81.1667

Frequen
cy
1f
2
1
2
5
6
7
5
1
f = 30

f
x
5
7
12
64
7
14
4
38
5
49
2
60
9
46
90
fx =7 2435

II) Mode
The modal class is 85 - 89, i.e., the majority of the students got
that marks.
To find the mode weight, we draw the modal class and two classes
adjacent to the modal class.

From the
histogram
, the mode
mark
is
86.5
III) Median
Method 1 By using
formula
Median is
the value of
the centre of
a set of data

Median weight for 50 students can be obtained by using

the formula:
Median, m

Where
L = lower boundary of median class,
N = total frequency,
F
= cumulative frequency before the
median class,
fm = frequency of median class,
C = class interval size.

Marks
55 - 59
60 - 64
65 - 69
70 - 74
75 - 79
80 - 84
85 - 89
90 - 94
95 - 99

Low
er
Boundar
54.
5
59.
5
64.
5
69.
5
74.
5
79.
5
84.
5
89.
5
94.
5

Upp
er
boundar
59.
5
64.
5
69.
5
74.
5
79.
5
84.
5
89.
5
94.
5
99.
5

Frequenc
y
1f
2
1
2
5
6
7
5
1
f = 30

Cumulativ
e
Frequenc
1
3
4
6
1
1
27
24
39
0

From
the
table,
Median class = 30 2
th
= 15 value
= 80 - 84
L = 79.5
F = 11

fm = 6
C = 69.5 - 64.5
=5

Total frequency N = 30

30
11

5
m 79.5 2
6

m 82.8333
Method 2 by drawing an ogive
Ogive
Ogive is a graph constructed by plotting the cumulative frequency
of a set of data against the corresponding upper boundary of each
class.
Not only that, ogive is also the method of calculation, the median,
and the interquartile range of a set of data can also be estimated
from its ogive.

b) Mean, x = 81.2 kg

Median, m = 82.8333 (or 82.75)

Mode = 86.5

From the above measure of central tendency, mean is suitable measure of

central tendency because the minimum value of raw data is not extreme where
the data seems to be clustered, whereas mode and median does not take all the
values in the data into account which decrease the accuracy of central tendency.

PART 3
Measure of Dispersion is a measurement to determine how far the values of data
in a set of data are spread out from its average value.
a) I) The interquartile range
Method I By using formula
1
N F
Q1 L 4
C

fm

Q1 class = 30 x
th
= 7.5 value
= 75 - 59
L = 74.5
F=6

fm = 5
C =5

Total frequency N = 30

1 30 6
4

Q1 74.5
5
5

Q1 76.0
3

Q3 L 4
C

fm

Q3 class = 30 x
= 22.5 th value
= 85 89
L = 84.5
F = 17

fm = 7

N = 30
C=5

3 30 17

Q3 84.5
5
7

Q3 88.4286
Therefore the Interquartile range,
Q3 Q1 = 88.4286 76.0
= 12.4286

Method II By using ogive

From the ogive

Interquartile range = 88.5 76.25
= 12.25

II) The Standard deviation

Method I
Marks
55 - 59
60 - 64
65 - 69
70 - 74
75 - 79
80 - 84
85 - 89
90 - 94
95 - 99

Midpoin
t,
5x
76
62
7
72
87
82
97
29
7

Frequenc
y
1f
2
1
2
5
6
7
5
1
f = 30

2435
30
= 81.1667

f
x
5
17
26
17
34
48
69
40
69
fx 7
2435

f
x
2
324
9
768
8
448
9
10368
29645
40344
52938
42320
940
2
fx 9
200450

v
200450
2

81.1667

30
9.6764
Method II
Mark Midpoi
s
nt
55 5x
59 60
67
64 65
62
69
7
70 74 75
72
79 80
87
84 85
82
89 90
97
94 95
92
99
7

Frequen
cy
1f
2
1
2
5
6
7
5
1
f = 30

x x

x x 2

f x x

-24.1667
-19.1667
-14.1667
-9.1667
-4.1667
0.8333
5.8333
10.8333
15.8333

584.0294
367.3624
200.6954
84.0284
17.3614
0.6944
34.0274
117.3604
250.6934

584.0294
734.7248
200.6954
168.0568
86.8069
4.1663
238.1917
586.8019
250.6934
2
f x x
2854.1666

f x x
f

2854.1666

30
9.7539

b) The standard deviation gives a measure of dispersion of the data about the
mean. A direct analogy would be that of the interquartile range, which gives
a measure of dispersion about the median. However, the standard deviation
is generally more useful than the interquartile range as it includes all data
in
its calculation. The interquartile range is totally dependent on just two
values and ignores all the other observations in the data. This reduces the
accuracy
it extreme value is present in the data. Since the marks does not contain
any extreme value, standard deviation give a better measures compared to
interquartile range.

PART 4
a)

If the teacher adds 3 marks for each student in class for their
commitment and discipline shown,
The new marks for 30 students
Students
1
2
3
4
5
6
7
8
9
1
10
1
12
13
14
15
16
17
18
29
20
21
2
23
24
25
26
27
28
93
0

Marks
58
63
66
68
76
77
78
78
79
80
81
83
84
85
86
87
87
89
89
89
90
91
91
92
93
93
93
94
96
98

New Frequency distributions table:

Mark
s
55 59
60 64 65
69
70 74 75
79 80
84 85
89 90
94
95 99

Lowe
r
Boundar
54.
5
59.
5
64.
5
69.
5
74.
5
79.
5
84.
5
89.
5
94.
5

Midpoint,
x
5
76
62
7
72
87
82
97
29
7

Frequency,
f
1
1
2
0
5
4
7
8
2
f = 30

C.
Frequen
cy 1
2
4
4
9
1
23
20
83
0

f
x
5
76
2
13
40
38
5
32
8
60
9
73
6
19
f =42505

f
x
2
324
9
384
4
897
80
29645
26896
52983
67712
18818
2
fx = 381495

2505
New mean ,
30
x 83.5
x

New mode,
Modal class = 90 94
New Mode = 90.75

New Median
Median class = 80 84
30
9

5
m 79.5 2
4

m 87.0
Class interval remain same
Class interval = 5
New interquartile range
Q1 class = 30 x
= 7.5 th value
= 75 79
1 30 4
4

5
Q1 74.5

Q1 78.0
Q2 class = 30 x
= 22.5
= 85 - 89
3 30 13
4

5
Q3 84.5

Q3 91.2857
Therefore the Interquartile range,
Q3 Q1 = 91.2857 78.0
= 13.2857
381495
2

83.5

30
75.7908

New standard deviation,

b)
Mark
s
55 59 60
64 65
69
70 74 75
79 80
84 85
89 90
94 95
99

Low
er
Boundar
54.
5
59.
5
64.
5
69.
5
74.
5
79.
5
84.
5
89.
5
94.
5

Midpoint,
x
5
67
62
7
72
87
82
97
92
7

Frequency,
f
1
1
2
0
5
4
7
8
3
f = 31

C
.
Frequenc
1
2
4
4
9
1
23
20
38
1

f
x
5
67
2
13
40
38
5
32
8
60
9
73
6
29
fx 1
2602

f
x
2
324
9
384
4
897
80
29645
26896
52983
67712
28227

2602
New mean ,
31
x 83.9355
x

390904
2

83.9355

31
74.5965

New standard deviation,

Mode, median, and interquartile range are not affected by the adding for
new marks.

fx
390904

REFLECTION

REFERENCES
www.worldteacherspress.com
www.heartscan.com.my
www.tips.com.my/article.php
http://nutriweb.org.my
http://geminigeek.com/blog/archives/2004/08/addmath-project-tips-1
http://www.sagepub.com/upm-data/43350_4.pdf
Blog A Form 4 Sasbadi by Pua Kim Teck
Preston Additional Mathematics Form 4 & 5 reference book by Tan Li Lan
Fokus Ungu Matematik Tambahan Form 4 & 5 by Wong Teck Sing
Additional Mathematics Form 4 Text Book.
Mathematics Form 4 Text Book.