Performance Task in Mathematics 10

Analyzing Student Grades Using Statistical Measures

Goal
You will analyze a dataset of student grades in one subject across four quarters using statistical
measures. Your goal is to interpret the data by applying measures of position, central tendency,
and variability, then provide insights based on your findings.
Role
You are a student analyst using statistical tools to assess academic performance trends.
Audience
Your analysis will be presented to teachers and school administrators to help them understand
student performance and make data-driven decisions.
Situation
A school wants to analyze student grades in one subject across four quarters to identify trends
and areas for improvement. You have been given a dataset containing the grades of students for
each quarter. Your task is to use statistical methods to interpret the data and provide meaningful
insights.
Product
You will submit a written report answering five key questions related to statistical analysis and
interpretation. Your report should include:
1. Introduction – Describe the dataset and its purpose.
2. Statistical Analysis – Answer the five given questions using appropriate statistical
measures.
3. Interpretation of Results – Explain what the computed values mean in relation to
student performance.
4. Conclusion and Recommendations – Provide insights and possible actions based on the
data analysis.
5. Presentation and Clarity – Ensure your report is well-organized and easy to understand.
Guiding Questions for Analysis
1. Measures of Position
o What is the percentile rank of a specific student’s grade in each quarter?
o How does this percentile rank compare across the four quarters?
2. Measures of Central Tendency
o What are the mean, median, and mode of the class grades in each quarter?
o What do these values tell us about overall student performance?
3. Measures of Variability
o What is the range, variance, and standard deviation of the grades in each quarter?
o How do these values indicate consistency or variability in student performance?
4. Trends and Patterns
o How did the overall performance change from Quarter 1 to Quarter 4?
o Were there significant improvements or declines in the class performance?
5. Interpretation and Recommendations
o Based on the computed statistical measures, what conclusions can you draw?
o What recommendations can you give to improve student performance in the next
academic year?
Standards for Evaluation
Criteria 4 3 2 1
Understanding Provides a Clearly describes Gives a basic Needs more
of Data detailed and the dataset and explanation of clarity in
well-explained its purpose. the dataset. explaining the
overview of the dataset.
dataset and its
purpose.
Application of Accurately Correctly applies Uses statistical Needs more
Statistical applies measures statistical measures but accuracy in
Measures of position, measures. may need some applying
central tendency, refinement. statistical
and variability measures.
with clear
explanations.
Interpretation of Provides Clearly explains Gives basic Needs more
Results insightful and the results and interpretations development in
well-supported their with room for explaining the
interpretations of significance. more detail. results.
the data.
Conclusion and Provides well- Gives logical Gives general Needs more
Recommendatio thought-out recommendation recommendation development in
ns recommendation s based on s but lacks making
s based on data findings. connection to recommendations
analysis. data. .
Organization Well-structured, Organized and Report has Needs
and engaging, and easy to follow. structure but improvement in
Presentation visually could be clearer. organization and
appealing report. clarity.
Sample:
Grades of 20 Students in Math
Studen Q Q Q Q
t 1 2 3 4 Statistic Q1 Q2 Q3 Q4
1 78 80 82 85 Mean 83.0 84.5 85.9 87.8
2 85 87 90 92 5 0 5 0
3 75 75 76 78 Median 82.5 85.0 86.0 87.5
4 88 90 92 91 Mode 85 80 78 90
5 91 93 95 97 Range 20 21 21 20
6 82 85 88 90 Variance 35.2 35.2 37.2 35.5
7 79 80 81 81 5 5 5 6
8 76 78 79 82 Standard 5.94 5.94 6.10 5.96
9 85 86 87 90 Deviation
10 90 91 92 94 75th Percentile 88.0 87.7 90.5 91.2
11 80 83 85 88 5 5
12 92 94 95 98
13 77 78 78 80
14 88 87 89 90
15 83 85 86 87
16 79 81 82 85
17 75 76 78 80
18 95 96 97 98
19 85 85 86 87
20 78 80 81 83

Guiding questions for analysis:

1. Measures of Position
 How many students scored above the 75th percentile in each quarter?
 How did the percentile rankings of students change across the four quarters? What trends
can be observed?
2. Measures of Central Tendency
 What are the mean, median, and mode of the class grades in each quarter?
 How do these values describe overall student performance?
3. Measures of Variability
 What are the range, variance, and standard deviation of the class grades in each quarter?
 How do these values reflect the consistency or variation in student performance?
4. Trends and Patterns
 How did overall student performance change from Quarter 1 to Quarter 4?
 Were there any notable improvements, declines, or inconsistencies?
5. Interpretation and Recommendations
 Based on your analysis, what conclusions can you make about student performance?
 What recommendations can you provide to improve academic performance in the future?

Sample Student Performance Analysis Report

1. Measures of Position
 Number of students who scored above the 75th percentile in each quarter:
o Q1: 4 students
o Q2: 5 students
o Q3: 5 students
o Q4: 5 students
 Interpretation:
The analysis of student scores across the four quarters shows that the number of
students who performed above the 75th percentile increased slightly after the first
quarter. In Quarter 1, only four students scored above the 75th percentile, while in
Quarters 2, 3, and 4, five students consistently achieved this level. This indicates a slight
but steady improvement in the number of high achievers as the year progressed. The
percentile rankings suggest that while some students improved significantly, others
 maintained a steady performance, leading to a more competitive distribution of scores in
later quarters.
2. Measures of Central Tendency
 Class Grades per Quarter:
Statisti Q1 Q2 Q3 Q4
c
Mean 83.0 84.5 85.9 87.8
5 0 5 0
Median 82.5 85.0 86.0 87.5
Mode 85 80 78 90
 Interpretation:
Examining the mean, median, and mode of class grades in each quarter provides
insights into overall student performance. The mean scores increased from 83.05 in
Quarter 1 to 87.80 in Quarter 4, showing steady academic growth. The median followed a
similar upward trend, moving from 82.5 to 87.5, indicating that at least half of the
students were consistently improving. The mode, or most frequently occurring score,
varied across quarters, reflecting shifts in common performance levels among students.
This upward trend in both mean and median suggests that students, on average,
improved their academic performance throughout the year.
3. Measures of Variability
 Quarterly Variability Statistics:
Statistic Q1 Q2 Q3 Q4
Range 20 21 21 20
Variance 35.2 35.2 37.2 35.5
5 5 5 6
Standard 5.94 5.94 6.10 5.96
Deviation
 Interpretation:
The range of scores remained between 20 and 21 points across all quarters,
indicating that the difference between the highest and lowest scores was relatively stable.
The variance and standard deviation also showed minimal fluctuation, meaning that the
level of variation in student performance remained consistent over time. Notably, the
highest variance was observed in Quarter 3, which suggests that performance levels were
more spread out during that period, possibly due to varying student engagement or
challenges in the subject matter. However, since the standard deviation did not show a
significant increase, the overall consistency of performance within the class was
maintained.
4. Trends and Patterns
 Interpretation:
From Quarter 1 to Quarter 4, student performance exhibited a clear upward trend.
The steady increase in mean and median scores indicates that most students improved
their grades as the year progressed. The number of students performing above the 75th
percentile also slightly increased after the first quarter, suggesting that more students
were achieving high scores over time. However, despite this improvement, the level of
variation in performance remained similar, meaning that while most students progressed,
the gap between high and low performers did not significantly change. These trends
indicate that the class as a whole benefited from consistent academic growth, though
individual differences in performance persisted.
5. Interpretation and Recommendations
The analysis of student performance from Quarter 1 to Quarter 4 reveals a consistent
upward trend in academic achievement. The mean and median scores increased each quarter,
indicating overall improvement among students. The number of students scoring above the 75th
percentile also grew slightly after the first quarter, suggesting that more students achieved higher
scores as the year progressed. Additionally, the range and standard deviation remained relatively
stable, indicating that while students improved, the level of variation in their performance did not
significantly change. This consistency suggests that the improvements were widespread rather
than limited to a small group of students.
To further enhance academic performance, targeted support should be provided to students
who may still be struggling. Offering additional tutoring sessions, peer mentoring, or differentiated
instruction can help bridge learning gaps and ensure that all students benefit from continued
improvement. Moreover, maintaining student engagement through interactive and real-world
learning experiences will help sustain motivation. For high-achieving students, enrichment activities
or advanced challenges can encourage them to reach even higher performance levels. By
implementing these strategies, educators can foster a learning environment that supports all
students in reaching their full potential.