Writing a GCSE Maths coursework on statistics can be a challenging task for many students.

It
requires a solid understanding of mathematical concepts, statistical methods, and the ability to
analyze and interpret data effectively. Students often find themselves grappling with complex
formulas, data sets, and the need to demonstrate a clear and logical thought process.

One of the challenges lies in selecting an appropriate topic for the coursework and gathering relevant
data to support the analysis. Understanding statistical concepts such as mean, median, mode,
standard deviation, and correlation can be daunting for some students. Additionally, the need to
apply these concepts to real-world scenarios and draw meaningful conclusions adds another layer of
complexity.

Time management is another crucial aspect, as students need to allocate sufficient time for
researching, planning, drafting, and revising their coursework. Meeting deadlines becomes a
significant stress factor, especially when juggling multiple subjects and assignments.

For those facing difficulties or time constraints, seeking professional assistance can be a viable
option. ⇒ HelpWriting.net ⇔ is a recommended site where students can find expert writers to
assist them with their coursework. Professional writers on such platforms have the necessary
expertise to handle GCSE Maths coursework on statistics, ensuring high-quality content that meets
academic standards.

It's important to note that while seeking help is acceptable, students should prioritize understanding
the material themselves. Using external assistance should be viewed as a supplementary resource to
enhance learning rather than a substitute for personal understanding.

In conclusion, writing a GCSE Maths coursework on statistics is undoubtedly challenging, but with
dedication and the right support, students can navigate through the complexities successfully. ⇒
HelpWriting.net ⇔ can be a valuable resource for those who need expert assistance in crafting a
well-researched and articulate coursework.
To improve I should have used unequal groupings to ensure no empty groups were present. So to
eliminate this possibility I plotted the students KS2 Results (because they where sat at same age.)
against their IQ to see if they appear in the same general area. Although there maybe some problems
and anomalies with this sample because someone maybe away, someone maybe blind or have eye
problems and someone might be handicapped. It turns out the variables correlated and where in the
same general area, abolishing the idea that the Year 7’s where of a higher ability than the Year 11’s.
Year 10 in the Stamford Endowed schools is a good choice as every person has have the exact same
education and experience and the data is reasonably easy to collect. The 14th boy in the set was the
first to be selected etc. 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. Are Essay Writing Services Worth It We asked year 7,9 and 11's in our school.
I think that the best way to portray mathematical ability is to take their most recent exam result.
Every person has used the same facilities, books and material and the teachers have all been taught
the same. Although, KS3 Middle band does have an extremely high sample size, meaning there was
more chance of having a higher range. I will work out the mean and the standard Deviation for both
the Girls and the Boys results. The children clearly change heights (physical) as they grow older. This
shows that the data does not have any abnormally large or small values. They also have worked a lot
with rulers so they know the approximate length of 30cm and 15cm lines. I have chosen to collect
data from 56 pupils because it is not too large or to small and it can give me an accurate result to
what I am investigating. When the examples are tightly bunched together the standard deviation is a
low figure. As I expected the highest range of 51.02 belongs to Key Stage 3, with Key Stage 4
having a slightly lower range of 46.26. The lowest range was Key Stage 5 with 41.5, as expected as
these are the oldest students and are also all the highest ability. Write in detail how you plan with
collect your data and what sampling method you horizons use. The sampling methods available to
me were as follows:-. Question 1 Is the ability to estimate the length of a straight line related to
mathematical ability. I will plot the whole population sample on one graph to show any correlation
between the two variables. See other similar resources ?3.00 (no rating) 0 reviews BUY NOW Save
for later Not quite what you were looking for. The pupils will enter a room and look at a straight line
and a non straight line and ask them to estimate it in mm. Some of the boys in our school would not
take the questionnaire seriously and most of Girls would not either. I can also use these results to
look deeper into my first hypothesis, as I will see how each gender’s estimating ability changes as
they get older. The chart shows that the modal class interval for weight is 40. From looking at the
graph, I can see that the Year 10 girls are heavier than the year sevens. Write a review Update
existing review Submit review Cancel It's good to leave some feedback. Also, I can see that not
many people are taller than 1.6 cm or are shorter than 1.4 cm.
I think that the best way to portray mathematical ability is to take their most recent exam result. 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. The spur is so great that the two inter-quartile ranges do not over lap at all.
Null hypothesis: There is a relationship between the ability to estimate the length of a straight line
and mathematical ability. I would compare the mean, median and mode to support my hypothesis.
Therefore if you get a good mark at Key Stage 2, you are very likely to get a good mark at Key
Stage 3. This resource hasn't been reviewed yet To ensure quality for our reviews, only customers
who have purchased this resource can review it Report this resource to let us know if it violates our
terms and conditions. Despite this, we can still say that for each Key Stage the range is especially
high, and therefore age does not, to a huge extent, affect the ability of all of the pupils in that Key
Stage to estimate accurately. 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. All though the ranges do not necessarily reflect this
observation, I can see that the inter-quartile ranges are slowly creeping up, with the age. It is true that
in general year ten girls are heavier and taller than year seven girls - this can be supported with
evidence. After each of the diagram I would explain how I did the diagram and what people prefer
and why. Null hypothesis: Practice improves the estimate of a non-straight line. However, Key Stage
5, although being more consistent than Key Stage 4, were much less accurate as estimating. This
gives the impression that overall females are more consistent and precise in their estimates than
males. The sampling methods available to me were as follows:-. Every person has used the same
facilities, books and material and the teachers have all been taught using the same course. The data I
am using is the same as in question 2 and 4. I have chosen to collect data from 56 pupils because it is
not too large or to small and it can give me an accurate result to what I am investigating. Based on
your observations, experiences and using relevant examples, docume. I can use this equation to
estimate what exam mark a boy would get if his error in estimation was 30. The data is of the Year 10
girl’s height and weights. My hypothesis was half correct but I did not think that the boys would
make such an improvement that the girls would fall behind. At the end of the coursework I would be
doing a conclusion explaining what has happened and why. Year 10 at Stamford school and
Stamford High School represent a small sample of year 10 pupils in England. I took the next word
from each of those paragraphs. I then plotted this summed value against the IQ of the students.
School essay on edexcel statistics 4310 helps students overall course grade boundary scale, gcse
mathematics. All data related to this scatter graph can be found in the results box. I know this data is
reliable as I have sifted through any anomalies and crossed them off.
The actual lines are at the back of my project: I got this trial data by doing the experiment: Straight
Line (mm) Non Straight Line (mm) st Practice (mm) 2nd Practice (mm) 3rd Practice (mm) Non
Straight Line After Practice (mm) 260 300 300 450 800 69 355 400 330 450 000 323 280 400 250
575 950 260 350 400 450 650 900 265 300 350 450 500 999 323 280 320 60 513 967 76 222 322
337 489 923 252 284 302 327 473 949 227 280 304 402 427 761 211 400 380 250 360 300 300 245
345 200 343 777 299 210 280. They also have worked a lot with rulers so they know the
approximate length of 30cm and 15cm lines. KS3 males clearly have a higher range than KS3
females, and the same applies to KS4 and KS5 respectively. To get a random set of numbers I am
going to go to this is a web site which is made to get a set of numbers out of any sort of a data range
it is a very good site. Although there maybe some problems and anomalies with this sample because
someone maybe away, someone maybe blind or have eye problems and someone might be
handicapped. I will carry out this investigation by comparing the accuracy of estimating year 8
students. The median is roughly -40 and 50% of the results are between -80 and 60. We can see that
in Key Stage 4’s box plot, there is a positive skew as the median (-1.36) is closer to the upper quartile
(2.04). This means that the majority of the estimates were between -1.36% and 2.04% error with
fewer below -1.36, giving incredibly accurate estimates. I think that this is because an older car
would have been driven more than a new car and therefore it would be a higher mileage. I would
actually expect them to be almost the same in accuracy, with males perhaps just being slightly more
accurate. Consequently, I shall now investigate the other hypotheses mentioned previously; whether
the ability or gender had an effect on accuracy of estimating angles, and whether this has affected
my first hypotheses. This procedure is repeated until 50 pupils have been selected; 26 boys and 24
girls. They beat the boys mean mark by 0.15. It is not much of a difference but still means that the
Girls did better than the boys. It is true that in general year ten girls are heavier and taller than year
seven girls - this can be supported with evidence. I am investigating this because I want to see if a
person’s Midyis score is high, will there estimating ability be higher than others who have a lower
Midyis score. Primary data, collecting it my self or secondary data, using already collected data. I
can see this as the height of the year 10 girls starts at 1.4cm whereas the year seven girls start at 1.2
cm. Question 1 Is the ability to estimate the length of a straight line related to mathematical ability.
The first word selected was the fifth, the second word the tenth, the third word the fifteenth and so
on. I will compare the results of their Midyis to their estimation as part of my coursework. The tables
above both show what the modal class intervals are. It is easy t gather information about what car is
the most and less. I can use this equation to estimate what exam mark a boy would get if his error in
estimation was 30. However, when analysing the Year 10 and 11 charts the inter-quartile range is far
smaller. My hypothesis was half correct but I did not think that the boys would make such an
improvement that the girls would fall behind. The pilot survey will give me an approximation of my
data and so if changed are needed I will be able change before i get my real results. To a certain
degree of accuracy, this proves my null hypothesis. It was easy to get the Boys Results, I just asked
my maths teacher and he got them for me. The data I am using is the same as in question 2 and 4. I
only have 52 results for girls as the High School wouldn't allow the experiment to be carried out in
lessons.
Therefore a sample of 52 isn’t that representative. I am going to investigate the two different age
groups to see who had the more constant guesses from the secondary data, I have been given. I got
the results gain by taking away the KS2 results average with the KS3. I think this maybe because my
sample is not large enough. Instead, coursework should take these papers as an airport statistics
show help what to do in the future. A systematic sample might have been better. (E.g. Every third
person.). Also, random sampling will be better as it will be easier to avoid bias, because with
stratified you may end up selecting all the pupils who have improved the most even if you don’t
really mean to. See other similar resources ?1.00 (no rating) 0 reviews BUY NOW Save for later Not
quite what you were looking for. In fact, in terms of accuracy, there is little evidence to say that
higher ability students are more likely to have a more accurate estimate. Null hypothesis: There is a
relationship between the ability to estimate the length of a straight line and mathematical ability.
Looking at the box plots representing height, we can see the box plot for females is slightly more
negatively skewed than that of the males, showing that most of the data are smaller values, proving
females generally weigh less than males. The pupils will enter a room and look at a straight line and a
non straight line and ask them to estimate it in mm. Therefore my investigation may not be very
accurate and miss-leading. Although there maybe some problems and anomalies with this sample
because someone maybe away, someone maybe blind or have eye problems and someone might be
handicapped. All pupils will have used a ruler before so they will know the approximate length of
30cm and 15cm lines. Null hypothesis: Practice improves the estimate of a non-straight line. These
are examples of the lines which are going to be estimated. The 14th boy in the set was the first to be
selected etc. I shall now investigate further into different variables that affect the cars. The spur is so
great that the two inter-quartile ranges do not over lap at all. The aim of my investigation is to use
and apply my understanding of statist. My hypothesis was half correct but I did not think that the
boys would make such an improvement that the girls would fall behind. What is apparent is that as
ability increases the spread of data decreases, making higher-level students more consistent. The
standard deviation is a statistic that tells you how tightly all the various examples are clustered
around the mean in a set of data, although it is effected by very large or small values. This wide
spread has occurred later in the boys (Year 8) than the girls (Year 7) This follows most scientific
theories that state boys puberty developments happen at an older age to that of girls. Because weight
and height are continuous data, it makes more sense to find the modal class interval rather than the
mode. All data related to this scatter graph can be found in the results box. The “Pupil estimation” is
continuous data as they represent measurements. To a certain degree of accuracy, this proves my null
hypothesis. These entries were numbered and then using a calculator and the random button the
sample names were collected. e.g Set 1: RND ? 26 gave 13.346. This converts to 14th name using the
rounding up method.
I will use a sample size of 100 for each Key Stage, which makes each of the strata a sensible size to
analyse. Key Stage 3 were by far the least accurate at estimating, which does conform to the
hypothesis as they are the youngest. I only have 52 results for girls as the High School wouldn't
allow the experiment to be carried out in lessons. I think doing my investigation on computer would
give a better pictorial view than by hand. When the examples are tightly bunched together the
standard deviation is a low figure. I will be using the SAT’s levels as the main source for my
investigation. The pupils will enter a room and look at a straight line and a non straight line and ask
them to estimate it in mm. Ability does not seem to have a major effect, so other variables should be
considered to help me come to an informed conclusion. The diagram shows this as the pink squares,
which are the Year tens, are at a higher level than the year sevens. This is unusual, but what it does
tell us is that, ignoring the highest and lowest values, age does not have a great effect on how
consistent the pupils are at estimating. Empty reply does not make any sense for the end user Submit
reply Cancel Mollitt 4 years ago report 5 Empty reply does not make any sense for the end user
Submit reply Cancel Report this resource to let us know if it violates our terms and conditions. It
shows the results are fairly random and that more people under estimated than over estimated. The
correlation coefficient is -0.3979. This shows a low degree of negative correlation between the two
variables. Question 1 Is the ability to estimate the length of a straight line related to mathematical
ability. Maths Statistics Coursework on the Readability of a Tabloid Newspaper Compa. I used to get
a set of 20 results from both the girls results and the boys results. You can also tell clearly where the
4 bands are except the second band are half in the first cluster and half in the second. I think that the
best way to portray mathematical ability is to take their most recent exam result. I am so stuck on
what to write, i need to include three hypothesis's, i've pretty horizons got three to write about, but i
need help on new to it. The investigation has gone well and I have made evidence to prove that
generally, year ten girls are heavier and taller than year seven girls. Custom China Research Papers
Pay With Paypal The lack of true the statement is discount by negotiating the thus often makes
mistakes edexcel gcse statistics coursework help and help it. From these tables I have plotted a
scatter diagram in Microsoft Excel Application using the entire sample population. From this, I will
plot a cumulative frequency graph. I decided against it because I thought that it would be hard to
obtain the data. The modal class interval for the year tens is between 50. As you can see, 100% of
results are between the 3 rd standard deviations and shows strong similarities between the results and
a normal distribution. 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.
Can be used as a whole class display or printed individually for students to track their progress and
review. To a certain degree of accuracy, this proves my null hypothesis. I think that this counts for
both girls and boys.” To prove this I will use a correlation graph and also spearman’s Rank
Correlation.
A scatter graph earlier in the piece of coursework proves this as there is strong, positive correlation. I
shall now investigate further into different variables that affect the cars. The maths ability of the
student is measured by the band that they are in; higher, middle or lower band. The standard
deviation is a statistic that tells you how tightly all the various examples are clustered around the
mean in a set of data, although it is effected by very large or small values. It is very problematic for
me to come to a prediction for this hypothesis, as there is no way to tell beforehand how well boys
will compare to girls at estimating angles. The “Difference between the actual length and pupil
estimation” will be measure by taking away the actual length line from the pupil estimation to give
the range between them. Key Stage 3 were by far the least accurate at estimating, which does
conform to the hypothesis as they are the youngest. I also used random sampling because the year 8
is separated into different tutor groups and I am picking at random which tutor group I will choose
from. Null hypothesis: Practice improves the estimate of a non-straight line. I am aiming to go
slowly my making different diagrams at different times so there would be no confusion, so therefore
I would be going on to pie charts. I think that this counts for both girls and boys.” To prove this I
will use a correlation graph and also spearman’s Rank Correlation. The 14th boy in the set was the
first to be selected etc. 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. As we saw with the first investigation, it appears that, ignoring the highest and
lowest values, age and gender do not have a great effect on how consistent the majority of the pupils
are at estimating. Those good at maths achieved smaller differences in estimation and thus were more
accurate. What is apparent is that as ability increases the spread of data decreases, making higher-
level students more consistent. To a certain degree of accuracy, this proves my null hypothesis. Write,
does anyone know whether coursework coursework is wrong. Of course, Key Stage 3 complied with
the hypothesis, with a negative skew even more than Key Stage 5, with both the median and upper
quartiles being -6.16. So I will take a new sample using every third person within the total
population. I also would be able to use Secondary data, which is data which has already been
collected by someone else. Sampling I have 86 results for boys but only 52 results for girls. I have
placed these ages in a table with the students IQ. Year 10 at Stamford School and Stamford High
School represent a small sample of year 10 pupils in England. The pupils will enter a room and look
at a straight line and a non straight line and ask them to estimate it in mm. I think that the best way
to portray mathematical ability is to take their most recent exam result. I am going to investigate the
two different age groups to see who had the more constant guesses from the secondary data, I have
been given. Null hypothesis: There is a relationship between the ability to estimate the length of a
straight line and mathematical ability. Edexcel gcse statistics coursework assignments are houses
most maths statistics coursework guide, the student support officer will gather evidence to choose to
e. This graph proves to me that the taller you are, the heavier you tend to be.
This gives me a total of 90 results which will be used in questions 3 and 4 as well as this one. We
have seen no clear relationship between age and accuracy of estimation, nor between the seemingly
most obvious relationship between maths ability and accuracy of estimation. This is very close to
95% and shows a very strong similarity between the results and a normal distribution. In both Key
Stages, upper band has the lowest range, as expected as they should be the best and most consistent
at estimating in their Key Stage. This shows that the less able you are the less you will improve.
Alternative hypothesis: Practice doesn't improve the estimate of a non-straight line. 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. As I expected the highest range of 51.02 belongs to Key Stage 3, with Key Stage 4 having
a slightly lower range of 46.26. The lowest range was Key Stage 5 with 41.5, as expected as these
are the oldest students and are also all the highest ability. 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. The data I am using is the same as in question 2 and 4. The first word selected was
the fifth, the second word the tenth, the third word the fifteenth and so on. It is just educated
guesses that, according to this data, males are slightly better at. This is because Key Stages 3, 4 and 5
all had semi inter-quartile ranges of 5.1 and ranges therefore of 10.2. These entries were numbered
and then using a calculator and the random button the sample names were collected. e.g Set 1: RND
? 26 gave 13.346. This converts to 14th name using the rounding up method. Write a review Update
existing review Submit review Cancel It's good to leave some feedback. When the examples are
tightly bunched together the standard deviation is a low figure. In this coursework I describe a
statistical activity based on the estimatio. Not to be biased I am going to stratify my data to keep the
boys and girls in proportion. Whereas the Vauxhall would belong to someone that does not drive long
distances. Write a review Update existing review Submit review Cancel It's good to leave some
feedback. This means that the inter-quartile range will be further spread. To get this data I need to
get a person to measure a line and a non straight line in an experiment. It also gives me an idea of
how the real results may be or if the hypothesis will be correct. In this piece of coursework, I want to
find out whether this is correct. All data related to this scatter graph can be found in the results box. I
would provide my entire hypothesis to get more accurate results and also to include my prediction.
The data I will use the distance from actual of a straight line and distance from actual of a non
straight line before practise (before practise because the pupils did not have practise before estimating
the straight line). For each question I will use a certain sample of year 10's at Stamford Endowed
schools. The actual lines are at the back of my project: I got this trial data by doing the experiment:
Straight Line (mm) Non Straight Line (mm) st Practice (mm) 2nd Practice (mm) 3rd Practice (mm)
Non Straight Line After Practice (mm) 260 300 300 450 800 69 355 400 330 450 000 323 280 400
250 575 950 260 350 400 450 650 900 265 300 350 450 500 999 323 280 320 60 513 967 76 222
322 337 489 923 252 284 302 327 473 949 227 280 304 402 427 761 211 400 380 250 360 300 300
245 345 200 343 777 299 210 280. The formula for calculating the standard deviation is.