YEAR OF EXAMINATION: 2025

SUBJECT: ADDITIONAL MATHEMATICS

CANDIDATE NUMBER:

CANDIDATE NAME: William Raghunanan

TITLE: A Statistical Analysis of the performance of Students in the Form Four (4) Term One
(1) Mathematics Examination 2023.

TEACHER: MR. TREVOR PHARARI

TABLE OF CONTENTS

1
PROJECT TITLE...................................................................................................3

PROBLEM STATEMENT.....................................................................................4

PURPOSE OF PROJECT......................................................................................5

METHOD OF DATA COLLECTION...................................................................6

VARIABLES IDENTIFIED:...............................................................................6

PRESENTATION OF DATA..................................................................................7

TABLES................................................................................................................7

GRAPHS.............................................................................................................18

ANALYSIS OF DATA...........................................................................................24

DISCUSSION OF FINDINGS..............................................................................27

CONCLUSION......................................................................................................30

SUGGESTIONS FOR FUTURE USE.................................................................31

APPENDICES........................................................................................................32

``

2
 PROJECT TITLE
A Statistical Analysis of the performance of Students in the Form Four (4) Term One (1)
Mathematics Examination 2023.

3
 PROBLEM STATEMENT
The Administration of an all-boys Secondary School would like to examine how the entire Form
Four (4) Mathematics group performed in the End of Term One (1) 2023 Examination and also
requires all teachers to submit a report of the performance of students in their End of Term
Examination. This School Based Assessment (SBA) is aimed at analyzing and comparing the
performances of the two Additional Mathematics Classes, Class 1 and Class 2, at the End of
Term One (1) 2023 Examination.

4
 PURPOSE OF PROJECT

The purpose of this School Based Assessment (SBA) was to analyze marks, draw conclusions
and also compare using descriptive statistics that include measures of central tendency and
dispersion for the two (2) Additional Mathematics classes from the End of Term One (1)
Mathematics Examination 2023. The distribution of marks will be compared graphically.

In the School Based Assessment (SBA) we intend to assess the differences of performance
between the two (2) Additional Mathematics classes. In addition, a pass mark will be determined
using a Cumulative Frequency Curve.

METHOD OF DATA COLLECTION

5
To carry out this S.B.A., secondary data (data that is readily available, in other words, data
collected by another person) was obtained. The data was also qualitative and discrete when
obtained.

The data was collected in order to analyse and compare the performances of the two (2)
Additional Mathematics Classes, Class 1 and Class 2, at the End of Term One (1) Mathematics
2023 Examination. The population for this study consisted of the two (2) Additional
Mathematics Classes, Class 1 and Class 2, which includes a total number of fifty-eight (58)
individuals.

In this SBA, a specific dataset was provided by the teacher using PowerSchool, a cloud-based
software platform that helps schools manage student information and improve their educational
outcomes, rather than being collected through a sampling method. As a result, no sampling
technique was used, and the given data represents a predetermined selection from the population.

Once the data was collected, it was the put into tables and graphs which was later analysed
statistically using Histograms, Cumulative Frequency Curves, Stem and Leaf Plots and Box and
Whisker Plots.

VARIABLES IDENTIFIED:

Manipulated Variable : Different Additional Mathematics Classes ( Additional Mathematics

Class 1 and Additional Mathematics Class 2).

Responding Variable : End of Term One (1) Additional Mathematics Classes (Class 1 and Class
2) marks.

Controlled Variable : Gender in Class 1 and Class 2 ( all boys), Assessment instrument (Identical
Examination administered), Number of teaching periods for Term One (1) (both classes had the
same tuition periods), Age range ( 15 – 16 years of age).

6
 PRESENTATION OF DATA
TABLES
Table 1 : The following table represents the Grouped Frequency Distribution for Additional
Mathematics Class 1.

Marks ( groups of 10) Frequency Tally

11-20 1
|
21-30 2
||
31-40 5
||||
41-50 5
||||
51-60 3
|||
61-70 2
||
71-80 5
||||
81-90 2
||
∑ f =25

Table 2 : The following table represents the Grouped Frequency Distribution for Additional
Mathematics Class 2.

Marks (groups of 10) Frequency Tally

51-60 3
|||
61-70 6
|||| |
71-80 16
|||| |||| |||| |
81-90 8
|||| |||
∑ f =33

7
Table 3 : The following table represents the information to calculate the Mean Mark (x̄ ) for
Additional Mathematics Class 1.

Marks Frequency Class Mid- Point Class Mid-Points (x)

(groups of 10) (x) X
Frequency
11-20 1 15.5 15.5
21-30 2 25.5 51
31-40 5 35.5 177.5
41-50 5 45.5 227.5
51-60 3 55.5 166.5
61-70 2 65.5 131
71-80 5 75.5 377.5
81-90 2 85.5 171
∑ f =25

Table 4 : The following table represents the information to calculate the Mean Mark (x̄ ) for
Additional Mathematics Class 2.

Marks Frequency Class Mid- Point Class Mid-Points (x)

(groups of 10) (x) X
Frequency
51-60 3 55.5 166.5
61-70 6 65.5 393
71-80 16 75.5 1208
81-90 8 85.5 684
∑ f =33

8
Table 5 : The following table shows information to calculate Standard Deviation for Additional
Mathematics Class 1.

Marks Frequency Class Mid- Point Mea x - x̄ (x - x̄ )2 f (x - x̄ )2

(groups of 10) (x) n
(x̄ )
11-20 1 15.5 52.70 -37.20 1383.84 1383.84
21-30 2 25.5 -27.20 739.84 1479.68
31-40 5 35.5 -17.20 295.84 1479.20
41-50 5 45.5 -7.20 51.84 259.20
51-60 3 55.5 2.80 7.84 23.52
61-70 2 65.5 12.80 163.84 327.68
71-80 5 75.5 22.80 519.84 2599.20
81-90 2 85.5 32.80 1075.84 2151.68
∑ f =25 Total =
9704

2
∑ f ( x−x ) 9704
Standard Deviation : s2= ¿ = 388.16
∑f 25

√ √
2
Σf ( x−x ) 9704
Variance : s= =
25
= √388.16 = 19.70
Σf

Table 6: The following table shows information to calculate Standard Deviation for Additional
Mathematics Class 2.

Marks Frequency Class Mid- Point Mea x - x̄ (x - x̄ )2 f (x - x̄ )2

(groups of 10) (x) n
(x̄ )
51-60 3 55.5 74.29 -18.79 353.06 1059.18
61-70 6 65.5 -8.79 77.26 463.56
71-80 16 75.5 1.21 1.46 23.36
81-90 8 85.5 11.21 125.66 1005.28
∑ f =33 Total =
2551.38

9
 2
∑ f ( x−x ) 2551.38
Standard Deviation : s2= ¿ = 77.31
∑f 33

√ √
2
Σf ( x−x ) 2551.38
Variance : s= =
33
= √77.31 = 8.79
Σf

Table 7 : The following table shows The Grouped Frequency Distribution for Additional
Mathematics Classes 1 and 2 together.

Marks Frequency Class Mid- Point Class Mid-Points (x)

(groups of 10) (x) X
Frequency
11-20 1 15.5 15.5
21-30 2 25.5 51
31-40 5 35.5 177.5
41-50 5 45.5 227.5
51-60 6 55.5 333
61-70 8 65.5 524
71-80 21 75.5 1585.5
81-90 10 85.5 855
∑ f =58

10
Table 8 : The following table shows information to construct a Histogram for Additional
Mathematics Class 1.

MarksMarks ( groups
( groups of 10) of 10) Lower Lower Upper Upper Frequency
Frequency
BoundaryBoundaryBoundary
Boundary
11-20 51-60 10.5 50.5 20.5 60.5 1 3
21-30 61-70 20.5 60.5 30.5 70.5 2 6
31-40 71-80 30.5 70.5 40.5 80.5 5 16
41-50 81-90 40.5 80.5 50.5 90.5 5 8
51-60 50.5 60.5 ∑ f =33 3
61-70 60.5 70.5 2
71-80 70.5 80.5 5
81-90 80.5 90.5 2
∑ f =25

Table 9 : The following table shows information to construct a Histogram for Additional
Mathematics Class 2.

11
 Class Interval Frequency Cumulative Points Plotted
Frequency
41-50 0 0 (50.5,0)
51-60 3 3 (60.5,3)
Table 61-70 6 9 (70.5,9) 10 :
71-80 16 25 (80.5,25)
The
81-90 8 33 (90.5,33)
91-100 0 33 (100.5,33)
∑ f =33

following table shows information to construct a Cumulative Frequency Curve for Additional
Mathematics Class 1.

Class Interval Frequency Cumulative Points Plotted

Frequency
1-10 0 0 (10.5,0)
11-20 1 1 (20.5,1)
21-30 2 3 (30.5,3)
31-40 5 8 (40.5,8)
41-50 5 13 (50.5,13)
51-60 3 16 (60.5,16)
61-70 2 18 (70.5,18
71-80 5 23 (80.5,23)
81-90 2 25 (90.5,25)
91-100 0 25 (100.5,25)
∑ f =25
Table 11 : The following table shows information to construct a Cumulative Frequency Curve for
Additional Mathematics Class 2.

12
 Class Interval Frequency Cumulative Points Plotted
Frequency
1-10 0 0 (10.5,0)
11-20 1 1 (20.5,1)
21-30 2 3 (30.5,3)
31-40 5 8 (40.5,8)
41-50 5 13 (50.5,13)
51-60 6 19 (60.5,19)
61-70 8 27 (70.5,27)
71-80 21 48 (80.5,48)
81-90 10 58 (90.5,58)
91-100 0 58 (100.5,58)
Table ∑ f =58 12 :
The
following table shows information to calculate a Cumulative Frequency Curve for Additional
Mathematics Classes 1 and 2 together.

Table 13 : The following table shows the STEM and LEAF Plot for Additional Mathematics
Class 1.
STEM LEAF
2 01
3 02599
4 02223
13
5 0115
6 34
7 5556
8 019
 Key : 2|0 means 20

Where ‘n’ is the number of values in the given data set :

1(n+1) 1(25+1) 26
 Lower Quartile (Q1) = = = = 6.5
4 4 4

39+39
Therefore, the value of Q1 lies between the 6th and 7th values = 2 = 39 = Q1

(n+1) (25+1) 26
 Median (Q2) = = = = 13
2 2 2

Therefore, the 13th value is = Q2 = 50

3(n+1) 3(25+1) 78
 Upper Quartile (Q3) = = = = 19.5
4 4 4

75+75
Therefore, the value of Q3 lies between the 19th and 20th values = = 75 = Q3
2

 Interquartile Range (IQR) = Upper Quartile (Q3) - Lower Quartile (Q1)

= 75 – 39 = 36 = IQR

 Semi-Interquartile Range (SIQR) = Interquartile Range (IQR) / 2

= 36 / 2 = 18 = SIQR

Table 14 : The following table shows the STEM and LEAF Plot for Additional Mathematics
Class 2
STEM LEAF
2
3
4
14
5 39
6 024499
7 01122233367777889
8 33456789
.

Key : 5|3 means 53

Where ‘n’ is the number of values in the given data set :

1(n+1) 1(33+1) 34
 Lower Quartile (Q1) = = = = 8.5
4 4 4

69+70
Therefore, the value of Q1 lies between the 8th and 9th values = = 69.5 = Q1
2

(n+1) (33+1) 34
 Median (Q2) = = = = 17
2 2 2

Therefore, the 17th value is = Q2 = 73

3(n+1) 3(33+1) 102

 Upper Quartile (Q3) = = = = 25.5
4 4 4

79+83
Therefore, the value of Q3 lies between the 25th and 26th values = = 81 = Q3
2

 Interquartile Range (IQR) = Upper Quartile (Q3) – Lower Quartile (Q1)

= 81 – 69.5 = 11.5 = IQR

 Semi-Interquartile Range (SIQR) = Interquartile Range (IQR) / 2

= 11.5 / 2 = 5.75 = SIQR

Table 15 : The following table shows a back-to-back STEM and LEAF Plot for Both Additional
Mathematics Classes 1 and 2 together.

15
 Class 1 Class 2

LEAF STEM LEAF

10 2
99520 3
Key : 32220 4 Key : 5|3 means 53
5110 5 39
2|0 means 43 6 024499 20
6555 7 01122233367777889
910 8 33456789

CLASS 1:

Where ‘n’ is the number of values in the given data set :

1(n+1) 1(25+1) 26
 Lower Quartile (Q1) = = = = 6.5
4 4 4

39+39
Therefore, the value of Q1 lies between the 6th and 7th values = 2 = 39 = Q1

(n+1) (25+1) 26
 Median (Q2) = = = = 13
2 2 2

Therefore, the 13th value is = Q2 = 50

3(n+1) 3(25+1) 78
 Upper Quartile (Q3) = = = = 19.5
4 4 4

75+75
Therefore, the value of Q3 lies between the 19th and 20th values = = 75 = Q3
2

 Interquartile Range (IQR) = Upper Quartile (Q3) - Lower Quartile (Q1)

= 75 – 39 = 36 = IQR

 Semi-Interquartile Range (SIQR) = Interquartile Range (IQR) / 2

16
 = 36 / 2 = 18 = SIQR

CLASS 2:

Where ‘n’ is the number of values in the given data set :

1(n+1) 1(33+1) 34
 Lower Quartile (Q1) = = = = 8.5
4 4 4

69+70
Therefore, the value of Q1 lies between the 8th and 9th values = = 69.5 = Q1
2

(n+1) (33+1) 34
 Median (Q2) = = = = 17
2 2 2

Therefore, the 17th value is = Q2 = 73

3(n+1) 3(33+1) 102

 Upper Quartile (Q3) = = = = 25.5
4 4 4

79+83
Therefore, the value of Q3 lies between the 25th and 26th values = = 81 = Q3
2

 Interquartile Range (IQR) = Upper Quartile (Q3) – Lower Quartile (Q1)

= 81 – 69.5 = 11.5 = IQR

 Semi-Interquartile Range (SIQR) = Interquartile Range (IQR) / 2

= 11.5 / 2 = 5.75 = SIQR

17
GRAPHS

Figure 1 : The following graph shows the Histogram for Additional Mathematics Class 1.

18
19
Figure 2 : The following graph shows the Histogram for Additional Mathematics Class 2.

20
Figure 3 : The following graph shows the Box and Whisker Plot for Additional Mathematics
Class 1 and Additional Mathematics Class 2.

21
 ANALYSIS OF DATA

1. Definition of Symbols:

x = mid-point of class intervals

f = frequency
∑ = summation
x̄ = mean
S2 = variance
S = standard deviation

2. Formulae:

∑ fx
x=
f

2
2 ∑ f ( x−x )
s=
∑f

√
2
Σf ( x−x )
s=
Σf

lower class limit +upper class limit

x=
2

22
In this School Based Assessment (SBA) calculating the Mean, Modal Interval and
Median helped analyze and summarize the data collected for both classes. The Mean was
calculated by summing all the values in a data set and dividing them by the total number
of values and was found to be 52.7 and 74.29 respectively for Class 1 and Class 2. The
Modal Interval was used to represent the interval (range) with the highest frequency and
was found to be (42,75) and 77 respectively for Class 1 and Class 2. The Median was
used to represent the middle value of a data set and was found to be . The Median came
from Cumulative Frequency Curves and Box and Whisker Plots for both classes and was
found to be 50 and 73 for Class 1 and Class 2 respectively.

Also in this School Based Assessment (SBA) the Measures of Spread were calculated.
The Measures of Spread calculated in this School Based Assessment (SBA) were the
Range and the Quartiles for both classes. The Range was calculated by finding the
difference between the highest and lowest values of a data set and was found to be 69 and
36 respectively for Class 1 and Class 2. The Quartiles ( Lower Quartile, Upper Quartile,
Interquartile Range and Semi-Interquartile Range) were calculated for Class 1 and Class
2 from the Cumulative Frequency Curves for Class 1 and Class 2 and were found to be
39, 75, 36 and 18 respectively for Class 1 and 69.5, 81, 11.5 and 5.75 respectively for
Class 2.

Furthermore, in the School Based Assessment (SBA) the Measures of Spread from Stem
and Leaf Plots were calculated. The Quartiles (Lower Quartile, Upper Quartile,
Interquartile Range and Semi-Interquartile Range) for Class 1 and Class 2 were once
again calculated but from the Stem and Leaf Plot for Class 1 and Class 2. Along with The
Measures of Spread, The Standard Deviation was calculated for Class 1 and Class 2 using
the third (3rd ) formula in the list of formulae and were found to be 19.7 and 8.79
respectively.

23
 DISCUSSION OF FINDINGS

Table 16 : The following table represents the findings established for both Additional
Mathematics Classes throughout the School Based Assessment (SBA).

Findings Class 1 Class 2

Mean 52.7 74.29
Variance 388.16 77.31
Standard Deviation 19.70 8.79
Range 69 36
Median 50 73
Modal Interval (42,75) 77
Lower Quartile 39 69.5
Upper Quartile 75 81
Inter Quartile Range 36 11.5
Semi- Inter Quartile Range 18 5.75

The distribution of the Form 4 Additional Mathematics Term One (1) Exam Marks for Class 1
appeared to be approximately symmetric with the position of Q2 being roughly equidistant from
Q1 and Q3. From this, it suggests the class had a mix of students who performed slightly below
and slightly above the average of marks with no significant outliers or extreme values in either
direction. On the other hand , the distribution of Class 2 Additional Mathematics Exam Marks
appeared to only be left tailed or negatively skewed with the position of Q2 being proximal to
Q3. Due to this, it can be suggested that most students performed well and scored in the higher
range of marks while a few students struggled and significantly scored in the lower range of
marks. These observations were made on inspection of the box and whisker plot diagrams and
histograms (Figure 1, Figure 2 and Figure 6 ).

When comparing the whiskers between Class 1 and Class 2, Class 2 had a longer left whisker
indicating more spread and variability in that direction while Class 1 had more balanced
whiskers suggesting a more symmetric distribution.

24
Based on the measures of central tendency including the Mean, Median and Mode, it is clear
that Class 2 performed better on average. Class 2 had higher Mean, Median and Modal values of
74.29, 73, 77 respectively versus 52.7, 50 and 42 for Class 1. These results suggest that Class 2
had the higher measures of central tendency and performed better in the Examination.

Furthermore, the Standard Deviations, Ranges and Interquartile Ranges of the distribution for
Class 2 were significantly less than those for Class 1. Class 2 Standard Deviation of 8.79 versus
19.7 for Class 1 suggest that the spread of marks about their respective Mean values were more
than twice as much as Class 1. This also suggests that there were more consistent and reliable
marks and a higher variation in performance with some high and low marks in Class 1 compared
to Class 2 who had less consistency and reliability in marks and less variation in performance.

In addition, when comparing the Interquartile Range (IQR) and Standard Deviation of the marks
for Class 1 and Class 2, Class 1 had a larger Interquartile Range (IQR), suggesting a wider
spread in the middle 50% of the marks which was almost 3 times more than Class 2 as well as a
larger Standard Deviation, indicating that the overall marks for the class are more spread out
from the mean, with higher variability in performance.

LIMITATIONS

25
In this School Based Assessment (SBA), there were some Limitations that were introduced. They
are as follows:

1) There were two (2) different teachers for the two (2) Classes which may have caused both
classes to not be on the same topics on the teaching syllabus which also may have led to
one class not learning a specific topic in the Examination and getting lower grades than
the other class who may have learnt the topic.

2) The two (2) teachers may have had different years of experience and teaching methods or
qualifications causing one class to understand the topics being taught while the other
class may have not understanded the topics as well which may have also led to lower
grades in the Examination due to lack of understanding.

3) There were two different size classes present throughout the School Based Assessment
(SBA) with Class 1 and Class 2’s frequency at 25 and 33 respectively. This differentiation
may have caused one class to do better than the other based on the class average.

4) There may have been different types of students in each Additional Mathematics class. If
one class had more science students and the other had more business students it would
have been more likely the class with more science students do better than the class with
more business students.

CONCLUSION

26
Based on the findings from both Additional Mathematics classes, Class 1 and Class 2, Class 2
had a better performance than Class 1 in the End of Term One (1) Mathematics Examination
2023.

27
 SUGGESTIONS FOR FUTURE USE

This School Based Assessment (SBA) can be used by the Administration of an all-boys
Secondary School located in East Trinidad to compare the grades obtained between both
Additional Mathematics Classes in the End of Term One (1) Mathematics Examination 2023 to
the grades obtained in the future Additional Mathematics Classes in a future End of Term
Mathematics Examination to analyze if there was an improvement or a drop throughout the years
of teaching.

28
 APPENDICES

Table 17 : The following table represents the ordered Raw Data for Additional Mathematics
Class 1.

Class 1 Raw Data (ordered)

20 30 40 50 63 75 80
21 32 42 51 64 75 81
35 42 51 75 89
39 42 55 76
39 43

29
Table 18 : The following table represents the ordered Raw Data for Additional Mathematics
Class 2.

Class 2 Raw Data (ordered)

53 60 70 83
59 62 71 83
64 71 84
64 72 85
69 72 86
69 72 87
73 88
73 89
73
76
77
77
77
77
78
78
79

30
31