add mt project

8/11/2019 Add Mt Project

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ADDITIONALMATHEMATIC

S PROJECT

WORK FORM

5

YEAR

201

4NADIAH BINTI ZAIDIL (970530-87-5056)

5 YAKIN

KOLEJ TUN DATU TUANKU HAJI BUJANG

STATISTIC

S


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Table of Contents

Introduction ..................................................................................................................................................... 1

Project Work Question .................................................................................................................................... 4

Part 1 ............................................................................................................................................................... 4

Part 2 ............................................................................................................................................................... 4

Part 3 ............................................................................................................................................................... 4

Part 4 ............................................................................................................................................................... 4

Conclusion.............................................................................................................................................. 4

Reflection................................................................................................................................................ 4


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ppreciation

Firstly, I would like to thank all my friends, teachers and parents for giving me their

full support in making this project successful.

In this context, my parents had supported me financially and morally in the journey of

completing this project. They had provided me with facilities such as internet connections, a

laptop, a conducive environment and money, plus useful advices that helps me push myself

to do my very best.

Furthermore, my teacher, Madam Ling Ling had guided my friends and I throughout this

project. Despite the difficulties that we went through in doing this task, she taught us

patiently and wholeheartedly. Her determination and commitment towards her role as a

teacher has paid off into our work.

Moreover, my friends helped abundantly in brainstorming and problem solving. The bond

and cooperation we shared made this project very interesting and easy as we work our way

through it.


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Objective

As students who are taking Additional Mathematics, we are required to carry out an

Additional Mathematics Project Work during the mid-term holiday. This project is done in byall students of form 5 Yakin and discussed together by groups. Upon completion of the

Additional Mathematics Project Work, we are to gain valuable experiences and able to:

1. Apply and adapt a variety of problem solving strategies to solve routine and non-routine

problems.

2. Experience classroom environments which are challenging, interesting, meaningful and

hence able to improve thinking skills.

3. Experience classroom environments where knowledge and skills are applied in meaningful ways tosolve real-life problems.

4. Experience classroom environments where expressing one's mathematical thinking,

reasoning and communication are highly encouraged and expected.

5. Experience classroom environments that stimulates and enhances effective learning.

6. Acquire effective mathematical communication through oral and writing, and to use the

language of mathematics to express mathematical ideas correctly and precisely.

7. Enhance acquisition of mathematical knowledge and skills through problem-solving in

ways that increases interest and confidence.

8. Prepare ourselves for the demand of our future undertakings and in workplace.

9. Realises that mathematics is an important and powerful tool in solving real-life problems

and hence develop positive attitude towards mathematics.

10. Train ourselves not only to be independent learners but also to collaborate, to

cooperate and to share knowledge in an engaging healthy environment.


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11. Use technology especially the ICT appropriately and effectively.

12. Train ourselves to appreciate the intrinsic values of mathematics and to become more

creative and innovative.

13. Realise the importance and the beauty of mathematics.

HISTORY OF

STATISTICS


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The Word statistics have been derived from Latin word Status or the Italian word

Statista, meaning of these words is Political State or aGovernment. Shakespeare used a

word Statist is his drama Hamlet (1602). In the past, the statistics was used by rulers. The

application of statistics was very limited but rulers and kings needed information about

lands, agriculture, commerce, population of their states to assess their military potential,

their wealth, taxation and other aspects of government.

Gottfried Achenwall used the word statistik at a German University in 1749 which means

that political science of different countries. In 1771 W. Hooper (Englishman) used the

word statistics in his translation of Elements of Universal Erudition written by Baron B.F

Bieford, in his book statistics has been defined as the science that teaches us what is the

political arrangement of all the modern states of the known world. There is a big gap

between the old statistics and the modern statistics, but old statistics also used as a part of

the present statistics.

During the 18th century the English writer have used the word statistics in their works, so

statistics has developed gradually during last few centuries. A lot of work has been done in

the end of the nineteenth century.

At the beginning of the 20th century, William S Gosset was developed the methods for

decision making based on small set of data. During the 20th century several statistician are

active in developing new methods, theories and application of statistics. Now these days the

availability of electronics computers is certainly a major factor in the modern development

of statistics.


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esthetic Values

We study mathematics for the same reasons we study poetry or music or painting or

literature: for aesthetic reasons. Simply put, we study mathematics because it is one of the

loveliest disciplines known to man.

"A mathematician,

like a painter or a poet, is

a maker of patterns. ...

The mathematician's

patterns, like the painter's

or the

poet's, must be beautiful;

the ideas, like the colours

or the words, must fit

together in a harmonious

way. Beauty is the

first test: there is no

permanent place in the

world for ugly

mathematics." G. H.

Hardy [Ha].


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The fashioners of this sublime beauty, artists indeed, must possess a rare creativity and an

imagination of the highest order.

One of the most compelling aesthetic features of mathematics is its refined austerity. Its

unadorned gracefulness is unique among the arts. In fact, part of the very essence of

mathematics is its precision. People are referring to this quality when they suggest that

mathematics teaches "clear thinking." Mathematics' precision does not lie in any claims of

universal truth. But rather this precision, and hence power, lie in the acknowledgement of

exactly the points at which mathematics consciously and deliberately abandons claims of

universal truth. Mathematics is the only discipline that I am aware of that does this. And

this precision and austerity allow for an elegant economy, an economy that comes from the

elimination of the cluttering mire of imprecision.

The common defence is not, however, supplanted by the new defence, but rather it is

subsumed by it. This subsumption takes the unexpected form of an appreciationfor the

utility of mathematics. By this I mean that to most students of mathematics, the utility of

mathematics should be presented in something like the same fashion as music is presented

to students of music history, namely as a marvel to be appreciated, not an instrument to be

operated. Those students interested in actually creating music (i.e. in becoming musicians

or composers) are advised to study performance or composition. Similarly, those students

interested in actually harnessing the utilitarian powers of mathematics (i.e. in becoming

engineers and scientists and mathematicians) are advised to study engineering and applied

mathematics. But for the vast majority of mathematics students, a simple,

honest appreciationof the remarkable utility of mathematics should be seen as the ultimate

"real world" goal. In short, the sense of agency developed in most students regarding the

utility of mathematics should be of an appreciative nature, not an instrumental nature. And

since "appreciation" is an aesthetic term, not a scientific term, for most students, the

traditional defense of the study of mathematics as a tool is subsumed by the aesthetic

perspective of the new defense.

"The great book of nature can be read only by those who know the language in which it was

written. And thislanguage is mathematics." Galileo [Be].


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Task Specification

1. Discuss the importance of data analysis in everyday life.

2. Describe the types of measure of central tendency and measure of dispersion.

3. Get mathematics first test scores of your class from the class teacher.

4. Construct a frequency table using the same size class interval.

5. Calculate the mean, mode and median.

6.

Predict what kind of measure of central tendency best to represent your class

mathematics performance scores and explain why.

7. Calculate the interquartile range and the standard deviation.

8. Explain the advantages of using standard deviation as compared with interquartile

range.

9. Find out the mathematics scores in Take off value (TOV) for form 5 in your school.

10.Calculate the mean, mode, median, interquartile range and standard deviation.

11.Make a comparison of the data analysis for the first test with the scores in Take Off

Value (TOV) of the form 5.

12.Identify yours friends who managed to obtain high score and who has shown some

improvement in the first test.

13.Interview your friends about the learning strategies in pursuit of excellent result.

14.Generate a conclusion about the performance of additional mathematics in your

school.

15.Write reflections and values which you obtain in carrying out this additional

mathematics project work.


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ADDITIONAL

MATHEMATICS

PROJECT WORK

QUESTION

year


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2014question 2

ADDITIONAL MATHEMATICS PROJECT WORK

FORM 5 2014 (QUESTION 2)

Achieving excellent results in Malaysia Certificate of Education Examination is the dream ofall students, parents, teachers and community. To achieve this dream, every individual

should be skilled in data analysis.

It was the duty of the secretary of the examination to obtain marks for each subject to

determine the average grade of a subject and school average grade which shows the school

academic performance. A systematic presentation of data will facilitate the work of the next

plan to compare the steps to be taken to keep the school academic performance.

Part 1:1. Discuss the importance of data analysis in everyday life and give relevant examples.

2. Describe in detail the types of measure of central tendency and of measure of

dispersion.

Part 2:

1. Get mathematics first test scores of your class from the class teacher. Attach the

test scores.

2. Construct a frequency table for the data that was collected using the same size class

interval.

Make sure your table consist of at least 5 class intervals.


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a) Instead, the table is set up, calculate

(i) the mean

(ii) the mode

(iii) the median

by using at least two methods of solution.

b) From your results, what kind of measure of central tendency best to represent your

class mathematics performance scores and explain why.

Part 3:

Measure of dispersion of data is the method to show the deviation from the mean of

data. From the table that has been built, calculate

(i) the inter-quartile range

(ii) the standard deviation

Explain the advantages of using standard deviation as compared with inter-quartilerange in representing the data.

Part 4:

a) Before this you are required to obtain mathematics First Test marks for your own

class. With the help of your class teacher, find out the mathematics scores in Take Off

Value (TOV) for Form 5 in your school from School Examination Secretary. Attach the

TOV marks.

b) From the information obtained, calculate

(i) the mean

(ii) the mode

(iii) the median

(iv) the inter-quartile range

(v) the standard deviation

Make a comparison of the data analysis for the First Test with the scores in Take Off Value

(TOV) of the form 5 students.

Further Exploration:

Identify your friends who managed to obtain high score and who has shown improvement in

the First Test.

Interview your friends about the learning strategies in pursuit of excellent result.

Generate a conclusion about the performance of additional mathematics in your school and

write reflections and values which you obtained in carrying out this Additional Mathematics

Project Work.


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ANSWERS

FOR

PROJECT

WORK


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Part 1:

1. Statistics deals with the methods for data collection, organizing and summarizing

data to obtain useful information of the data under study and making decisions. A

data set is a collection of observation (measurements) on one or more variables.

How these data are classified, summarized for analysis and interpretation depends

on the objectives of the survey and the type of data.

Data are divided into qualitative and quantitative data. Qualitative data are

observations of variables that cannot be numerically measured but can be classified

into categories. Quantitative data are observations of variables that can benumerically measured, and are divided in discrete and continuous data.

Counting is generally required in collecting discrete data while measurements are

required to obtain continuous data. For example, hospitals, schools and businesses

mainly keep and update their records to make future plans and projections. The

discrete data recorded are usually positive integers. Continuous data consists of real

numbers expressed to a certain degree of accuracy depending on the instruments

used in taking the measurements.


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2. There are three common ways of giving a central value to represent a set of data:

mode, median and mean. The three common measures of dispersion are range,

interquartile range and standard deviation.

Mean (Arithmetic)

The mean (or average) is the most popular and well known measure of central

tendency. It can be used with both discrete and continuous data, although its use is

most often with continuous data. The mean is equal to the sum of all the values in

the data set divided by the number of values in the data set. So, if we have n values

in a data set and they have values x1, x2, ..., xn, the sample mean, usually denoted

by (pronounced x bar), is:

This formula is usually written in a slightly different manner using the Greek capitol

letter, , pronounced "sigma", which means "sum of...":

Median

The median is also a frequently used measure of central tendency. The median is the

midpoint of a distribution: the same number of scores is above the median as below

it. The median can also be thought of as the 50thpercentile.

COMPUTATION OF THE MEDIAN

When there is an odd number of numbers, the median is simply the middle number.

For example, the median of 2, 4, and 7 is 4. When there is an even number of

numbers, the median is the mean of the two middle numbers. Thus, the median of

the numbers 2, 4, 7, 12 is (4+7)/2 = 5.5. When there are numbers with the same

values, then the formula for thethird definition of the 50th percentile should be

used.
http://glossary%28%27percentiles%27%29/http://glossary%28%27percentiles%27%29/http://glossary%28%27percentiles%27%29/http://onlinestatbook.com/2/introduction/percentiles.html#thirdhttp://onlinestatbook.com/2/introduction/percentiles.html#thirdhttp://glossary%28%27percentiles%27%29/


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Mode

Mode is the most frequently occurring value (or category) in a data set. A data set is

bimodal if it contains two values that are tied for the highest frequency of

occurrence. A data set can also be without a mode, if no value occurs more oftenthan any other. In the data set {20, 30, 30, 30, 35, 39, 46, 58, 59} the mode is 30,

because it occurs more often than any other value.

Range

The range is the simplest measure of dispersion. It is defined as the difference

between the largest value and the smallest value in the data:

For grouped data, the range is defined as the difference between the upper class

boundary (UCB) of the highest class and the lower class boundary (LCB) of the lowest

class.

Interquartile range

The lower quartile and upper quartile are one-quarter and three-quarters of the way

through the ordered data. There is no universal agreement on choosing the quartile

values.

25% of the data lies below the lower quartile, and another 25% lies above liesabove the upper quartile, . The middle 50% is between the lower and upperquartile. The interval is called the interquartile range. is used for valueof the median.

For grouped data:

First quartile, ()= lower boundary of the classn= sum of frequencies

F= cumulative frequency just before the

class

= frequency of class


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c = size of the classThird quartile, ()Where

= lower boundary of the classn= sum of frequencies

F= cumulative frequency just before the class= frequency of the classc = size of the

class

Interquartile range Standard deviation (SD)

Deviation is the difference between values. In statistics, deviation refers to the

difference between an observation and the data mean. Since mean is the central

value of all observations in a set of data, deviation is an effective measurement to

measure how close of how far an observation is from the mean.

The standard deviation is the most important measure of dispersion and is oftenused. If the spread of a set of data is wide, then the standard deviation is also large.

If a set of data has no spread at all, that is when all the values of observation are the

same, then the standard deviation is zero.

For ungrouped data:

Standard deviation, () Where = sum of squares of xn = number of data

For grouped data:

Standard deviation, () Where


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f= frequency

x= class midpoint

= mean =

Variance

The variance is defined as the square of the standard variation, i.e., the mean of the

squared deviations from mean:

Variance , ()

LIST OF FORMULA

MEAN:

MODE: MEDIAN: m = ()RANGE: = largest valuesmallest value

= midpoint of highest class- midpoint of lowest class.

INTERQUARTILE RANGE =

CVARIANCE: = ()

=()


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STANDARD DEVIATION: () =

()

=

()

Part 2:

No. NAME MARKS, x

1 ALDRIN GARY ANAK SAT 22

2 ASCANCER ANIESTHONE 21

3 AZRIQ BIN AIRUL FAIZILI 70

4 BRENDA SANTIAGO ANAK PARIS 66

5 CELESTER MARX AK LINGGI 24

6 CHRISTAL ALESSA BINTI JEPHARI 34

7 DAYANG NURFARAHIN BINTI ABANG USOP 90

8 DOMION DING TOM 58

9 ELEANNA SIMBA AK DRIVER 65

10 ELSA RABECCA AK MICHEAL GARAI 19

11 ESTHER SULING EDMOND 29

12 FRANCISCA UNYANG AK SEMPUN 18

13 HAIROOND ZURIANI BINTI JAYA 8

14 HURIEAH BINTI MAZENI 26

15 JACQUELYN MUJAN JOK 34

16 KONG SOON KIET 87

17 MOHD DZHARIF BIN TAHAMAT 61

18 MUHAMMAD AFIQ BIN ANUAR 10

19 MUHAMMAD NUR HAMIZAN BIN JALI 44


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1.

2.

Marks Frequency,f Midpoint,x x fx

1 - 10 2 5.5 30.25 60.5

11 - 20 5 15.5 240.25 1201.25

21 - 30 8 25.5 650.25 5202

31 - 40 4 35.5 1260.25 5041

41 - 50 2 45.5 2070.25 4140.5

51 - 60 4 55.5 3080.25 12321

61 - 70 4 65.5 4290.25 1716171 - 80 1 75.5 5700.25 5700.25

20 NADIAH BINTI ZAIDIL 49

21 NICHOLAS AK RAYANG 14

22 NIVEANE ALBANIA LINUS 27

23 NOOR DEARIE EVA AK DENIS 12

24 NUR'RUL SYUHADA BT APENI 33

25 PATRICIA AK CHIBIK 22

26 PRISCILLIA DURRUE ANAK DASAN 22

27 RAWING ANAK JONATHAN 57

28 SAMSON SAEK ANAK SIKUA 53

29 SHARIFAH SHAZZA LINA BT WAN TAHA 31

30 SITI NUR ASHIQIN BINTI MOHAMAD SOFIAN 53

31 SYED MUHAMAD SYAZWAN 73

32 WAYNE MUTANG 17

Marks Frequency,f Midpoint,x Fx1 - 10 2 5.5 11

11 - 20 5 15.5 77.5

21 - 30 8 25.5 204

31 - 40 4 35.5 142

41 - 50 2 45.5 91

51 - 60 4 55.5 222

61 - 70 4 65.5 262

71 - 80 1 75.5 75.5

81 - 90 2 85.5 171

f = 32 fx = 1256


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81 - 90 2 85.5 7310.25 14620.5

f = 32 fx= 65448

Method 1:

(a) (i) Mean,

(ii) Mode = 25.5 (Based on frequency table)

(iii) Median ()

Method 2:

0

1

2

3

4

5

6

7

8

9

5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5 85.5

Frequency

Marks

5 Yakin's Additional Mathematics examination

marks

() ()= 31.75


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(ii) Mode = 25.5 (based on histogram)

(iii) Median = 31.75 (based on ogive)

(b) Median is the best way to represent the class mathematics performance scores because

it is not as strongly influenced by the skewed values.

0

5

10

15

20

25

30

35

10.5 20.5 30.5 40.5 50.5 60.5 70.5 80.5 90.5

Cumula

tivefrequency

Upper boundary

5 Yakin's Additional Mathematics examinationmarks


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Part 3:() class is the class 21-30 marks.First quartile, ()

() ()1.25 class is the class 51-60 marks.

Third quartile, () () ()

58


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Inter-quartile range 58 21.7536.25(ii) Standard deviation, ()

() 22.47

An advantage of the standard deviation is that it expresses dispersion in the same units asthe original values in the sample or population.The other advantage of standard deviation is

that along with mean it can be used to detect skew. The main disadvantage in using inter-

quartile range as a measure of dispersion is that it is not amenable to mathematical

manipulation. The inter-quartile range is relatively insensitive to changes in the data.Hence

the standard deviation is a more powerful summary measure as it makes more

comprehensive use of the entire dataset.

Part 4:a)

No. Name TOV AR1AR1 -

TOV%

1 AMIR HAMZAH BIN ABDUL HADY 7 8 1.00 14.29

2 AMIRUL HASYIM BIN HAMZAH 16.5 33 16.50 100.00

3 ANGELINE BINTI HARRY 4.5 13 8.50 188.89

4 ANSELM FELIX BIN ASMI 9.5 7 (2.50) (26.32)

5 BEATRICE SATAH ANAK NYALONG 5 8 3.00 60.00

6 BIBIANA PAYA LAH 6 8 2.00 33.33

7 BUNGAN LIMAN 6 7 1.00 16.67

8 CAROLINE ANAK NANDIE 11.5 27 15.50 134.78

9 DEBORAH HONG 4 4 0.00 0.00


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10 DESMOND SAM 18 11 (7.00) (38.89)

11 IMANUEL FELIX ANAK MATAN 8 19 11.00 137.50

12 KENNYDY KYREW PATRICK 12 17 5.00 41.67

13 KALUDIA USUN SENEN 4 3 (1.00) (25.00)

14 LOOSER DATU 5.5 8 2.50 45.45

15 MAHALAKSHIMI A/P THAMILVANAN 12.5 10 (2.50) (20.00)

16 MALISSA ANAK ROBINSON JELAYAN 13 24 11.00 84.62

17 MOHAMMAD NAZRIN BIN RAZALI 8 9 1.00 12.50

18 MOHD RIZWAN BIN ABDULLAH 10.5 0 (10.50) (100.00)

19 NIKE ARDILLA AK NABAU 5.5 5 (0.50) (9.09)

20 NORLIZA BT ABDULLAH 8.5 11 2.50 29.41

21 NURNABILLAH SHAHIRA BINTI JAFRI 15.5 13 (2.50) (16.13)

22 OSWIN CALRDREEN CHUNDI 4 7 3.00 75.00

23 RIZWANIE BT MAT 19.5 23 3.50 17.95

24 RONALDO ADAM 2.5 7 4.50 180.00

25 SITI KHAIRUNISSA AIMAN BINTI MOHD 5.5 8 2.50 45.45

26 SITI NUR HAFIQAH BINTI ABDULLAH 13 16 3.00 23.08

27 SUE YANNIE BT YAHYA 7.5 7 (0.50) (6.67)

28 SYILLVIANA YII CHING MEI 6 9 3.00 50.00

29 VERNON ANAK SAWING 6.5 12 5.50 84.62

30 WESLY ANAK LAGANG 17 22 5.00 29.41

31 ZULFADHILA BINTI ALUWI 15.5 36 20.50 132.26

32 ABDUL RAHMAN BIN ZAKARIA 50 73 23.00 46.00

33 ADELINE ANAK ANTHONY 17 17 0.00 0.00

34 AFIQAH HAMID 9 17 8.00 88.89


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35 ANATASIA ARINE ANAK DAN 8.5 10 1.50 17.65

36 ASYRAF ARUSYDI BIN AFFENDY 6 7 1.00 16.67

37 CLAUDYA JANE JOHN 7.5 7 (0.50) (6.67)

38 CYNTHIA JANE ANAK SELIMAN 36.5 40 3.50 9.59

39 DIANA SAGING 8.5 11 2.50 29.41

40 FARIZAN HAMIMIBINTI JEFFREY 15 15 0.00 0.00

41 GIBSON WAN LAING 55.5 46 (9.50) (17.12)

42 IMMA SUPANG ROBERT 6 8 2.00 33.33

43 ISMANDI B YUSOF 40.5 64 23.50 58.02

44 JASMINE BULAN RADIN 26 44 18.00 69.23

45 JOSHUA YEW CHUN KEONG 48.5 45 (3.50) (7.22)

46 KELVIN ANAK KENDAWANG 5.5 9 3.50 63.64

47 LOZZIETA LINOM 25 23 (2.00) (8.00)

48 LYDIA PAYA ANDRIAS 44 47 3.00 6.82

49 MARILYN COURTNEY TAN 38 57 19.00 50.00

50 MOHD FIRDAUS AZIZI BIN ZAMAHRI 34.5 32 (2.50) (7.25)

51 MUAZ RAZIQ BIN BAHARUDIN 10 17 7.00 70.00

52 MUHAMMAD NABIL NAJWAN 3.5 7 3.50 100.00

53 NUR AFIFAH BINTI JINAL 8 8 0.00 0.00

54 NUR QHARNISHA BINTI ABU BAKAR 22 21 (1.00) (4.55)

55 NUR RABIA BINTI MOHD OTHMAN 6.5 13 6.50 100.00

56 NURHIDAYATI BT IRAWAN 11.5 19 7.50 65.22

57 OLICKSON JACK 10 8 (2.00) (20.00)

58 OLIVYA KUMBAU ANAK STETUPA 7 11 4.00 57.14

59 RAMSEY KNAOEN ANAK JELIAN 11 17 6.00 54.55


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60 REREINA DAVID 51 50 (1.00) (1.96)

61 SEBASTIAN ANYIE DING 3 12 9.00 300.00

62 SITHY MITCHELLE 5.5 17 11.50 209.09

63 SITI NURHAFIZAH BINTI HAMSANI 3 3 0.00 0.00

64 SYAHMI AFHAM BIN KAMAL BAHROM 14.5 32 17.50 120.69

65 VIRONIECCA RAINE 15 19 4.00 26.67

66 ABANG AZLYN HASLAN BIN ABANG ALI 36.5 43 6.50 17.81

67 ADIB BIN ZAKARIA 28 38 10.00 35.71

68 ALYA SYAKIRAH BINTI BOHARI 55.5 44 (11.50) (20.72)

69 ANNIETHA ANAK BIGAM 21.5 22 0.50 2.33

70 AYUFITTRIA BINTI ABDUL RAHMAN 64.5 62 (2.50) (3.88)

71 AZLAN BIN BUJANG 38.5 54 15.50 40.26

72 BENEDINE ANAK SANDIN 50.5 63 12.50 24.75

73 BIAH PATRICIA AK RIMAU 25.5 40 14.50 56.86

74 CHARA AREN NAWAN 40.5 40 (0.50) (1.23)

75 CLARA EDAH NORMAN 26.5 16 (10.50) (39.62)

76 CLARENCE LAING LIPA 49.5 52 2.50 5.05

77 DAVPENE ANAK JARRAW 28 33 5.00 17.86

78 DOROTHY AK MARTIN ATOK 79 69 (10.00) (12.66)

79 ESTHER BENEDATT EPOI 29.5 22 (7.50) (25.42)

80 GABRIEL BRADLEY 76 82 6.00 7.89

81 HANNA DEWI BINTI DORWIN 35.5 49 13.50 38.03

82 HAZREEN ELEIDA BINTI ADNAN 50.5 58 7.50 14.85

83 HILLARY ROBERT 32.5 40 7.50 23.08

84 HILLRY GIBSON AK PANJANG 37.5 49 11.50 30.67


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85 IRSYADUDDIN LUZMAN BIN IKHWAN 40 41 1.00 2.50

86 JARETH ANAK JACK 43 37 (6.00) (13.95)

87 JOEL LESLIE ANYIE 29 63 34.00 117.24

88 MICHELLE ANASTASIA 66 70 4.00 6.06

89 MOHAMMAD RUZAINI BIN MUHD MUHAIMIN 34.5 48 13.50 39.13

90 MOHAMAD TARMIZIE B HASSIM 38.5 57 18.50 48.05

91 MUHAMMAD AFIQ DANIAL BIN ABDUL RANI 56 77 21.00 37.50

92 NEVILLE MAJOS ANAK ROWIN 59 69 10.00 16.95

93 NUR AFIQAH BTE JOHARI 30 44 14.00 46.67

94 NUR FAIRUZ BINTI MOHD NOH 19.5 31 11.50 58.97

95 NURIN ATHIRAH BINTI ABDUL RAHIM 38 47 9.00 23.68

96 NURUL NADIRAH BINTI ARMANDY 57 58 1.00 1.75

97 PATRICIA THIA ANAK JOHN AKEE 33.5 46 12.50 37.31

98 SABRINA GINAM 56.5 85 28.50 50.44

99 SUFIANA BINTI SUBTU 45 50 5.00 11.11

100 VALENTINA TIONG 39.5 45 5.50 13.92

101 ABDUL HAFIZ 21 31 10.00 47.62

102 AHMAD ZAIM BIN BOLHI 16 14 (2.00) (12.50)

103 ALYA AFIQAH BINTI ALIAS 68 72 4.00 5.88

104 AWANG AZHAD BIN AWANG AMIRUDIN 49.5 43 (6.50) (13.13)

105 BILLY ENJAU MICHEAL DING 61 58 (3.00) (4.92)

106 CORNELIUS HAVIT 10 30 20.00 200.00

107 ESTHER SALLIE REGGIE 35 22 (13.00) (37.14)

108 FABRON CALVIN ANAK JULIAN 28.5 36 7.50 26.32

109 FARAH WAHIDAH BINTI HAMZAH 16 12 (4.00) (25.00)


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110 JANICE AK LIMIN 29 33 4.00 13.79

111 JEREMY MUSA 20.5 25 4.50 21.95

112 JOANNE UBONG NGAU 33.5 30 (3.50) (10.45)

113 LARRY MORRISON AK GUP 8.5 13 4.50 52.94

114 LUQMAN HAKIM BIN MOHD JUNAIDA 39.5 46 6.50 16.46

115 MARHSAL GREYNER AK DAVID BUAN 43.5 43 (0.50) (1.15)

116 MOHD ARMIRUL LUQMAN 57 52 (5.00) (8.77)

117 MOHD KHAIRUL FAHMI BIN MUHAMAD 28 29 1.00 3.57

118 MUHAMMAD ASLAM BIN ASMAN 13 14 1.00 7.69

119 MUHAMMAD HAZIZI BIN YUSOP 55 57 2.00 3.64

120 MULIYATI BINTI AMIN 9 9 0.00 0.00

121 NUR NABIHAH ALWANI BINTI ABDUL RAHMAN 38.5 38 (0.50) (1.30)

122 PRESCILLA ANAK NICHOLAS UBONG 20.5 23 2.50 12.20

123 RENE BROOKE FREDRICK 18.5 29 10.50 56.76

124 SHAHIRUL AQMAL BIN SHAHEEDAN 39.5 56 16.50 41.77

125 SHEENA JANE NADARAJ 19 16 (3.00) (15.79)

126 SHERLYNA SHENDON MARTIN 54 54 0.00 0.00

127 UMMI SYAFFA BINTI HUSAINI 24 23 (1.00) (4.17)

128 UMMI UZMA BINTI HAJI SAJI 10 22 12.00 120.00

129 WEILLY LANGIE ANAK MINGGAT 11.5 14 2.50 21.74

130 YASMEEN SURAYA BINTI MOHD ROSLI 34 36 2.00 5.88

131 ALDRIN GARY ANAK SAT 17.5 22 4.50 25.71

132 ASCANCER ANIESTHONE 19 21 2.00 10.53

133 AZRIQ BIN AIRUL FAIZILI 61.5 70 8.50 13.82

134 BRENDA SANTIAGO ANAK PARIS 58.5 66 7.50 12.82


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135 CELESTER MARX AK LINGGI 22.5 24 1.50 6.67

136 CHRISTAL ALESSA BINTI JEPHARI 23.5 34 10.50 44.68

137 DAYANG NURFARAHIN BINTI ABANG USOP 78 90 12.00 15.38

138 DOMION DING TOM 64 58 (6.00) (9.38)

139 ELEANNA SIMBA AK DRIVER 77 65 (12.00) (15.58)

140 ELSA RABECCA AK MICHEAL GARAI 14 19 5.00 35.71

141 ESTHER SULING EDMOND 24 29 5.00 20.83

142 FRANCISCA UNYANG AK SEMPUN 23 18 (5.00) (21.74)

143 HAIROOND ZURIANI BINTI JAYA 8.5 8 (0.50) (5.88)

144 HURIEAH BINTI MAZENI 20.5 26 5.50 26.83

145 JACQUELYN MUJAN JOK 37.5 34 (3.50) (9.33)

146 KONG SOON KIET 69.5 87 17.50 25.18

147 MOHD DZHARIF BIN TAHAMAT 56 61 5.00 8.93

148 MUHAMMAD AFIQ BIN ANUAR 7.5 10 2.50 33.33

149 MUHAMMAD NUR HAMIZAN BIN JALI 32.5 44 11.50 35.38

150 NADIAH BINTI ZAIDIL 32.5 49 16.50 50.77

151 NICHOLAS AK RAYANG 12.5 14 1.50 12.00

152 NIVEANE ALBANIA LINUS 7.5 27 19.50 260.00

153 NOOR DEARIE EVA AK DENIS 8 12 4.00 50.00

154 NUR'RUL SYUHADA BT APENI 35.5 33 (2.50) (7.04)

155 PATRICIA AK CHIBIK 21.5 22 0.50 2.33

156 PRISCILLIA DURRUE ANAK DASAN 14.5 22 7.50 51.72

157 RAWING ANAK JONATHAN 56.5 57 0.50 0.88

158 SAMSON SAEK ANAK SIKUA 34 53 19.00 55.88

159 SHARIFAH SHAZZA LINA BT WAN TAHA 30.5 31 0.50 1.64


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160 SITI NUR ASHIQIN BINTI MOHAMAD SOFIAN 52.5 53 0.50 0.95

161 SYED MUHAMAD SYAZWAN 62.5 73 10.50 16.80

162 WAYNE MUTANG 12.5 17 4.50 36.00

b)

Class

Interval

Midpoint,

Frequency Cumulativefrequency

1-10 5.5 42 42 231 1270.5 30.25

11-20 15.5 30 72 465 7207.5 250.25

21-30 25.5 24 96 612 15606 650.35

31-40 35.5 28 124 994 35287 1260.25

41-50 45.5 10 134 455 20702.5 2070.25


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Method 1:

i) Mean, 27.6

(ii) Mode = 5.5 (Based on the frequency table)

(iii) Median ()= () ()= 0.5 + 19.29

= 19.79

(iv) First quartile, () () ()10.143

Third quartile,

()

() ()39.607

Inter-quartile range 39.607-10.143

29.464

51-60 55.5 16 150 888 49284 3080.25

61-70 65.5 8 158 524 34322 4290.25

71-80 75.5 4 162 302 22801 5700.25

4471

=186480.5


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(v) Standard deviation, ()

()

19.73

Method 2:


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Mode = 5.5 (based on histogram)

Median = 19.79 (based on ogive)

0

510

15

20

25

30

35

40

45

5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5

Frequency

Marks

Marks for Additional Mathematics exam of

Kolej Tun Datu Tuanku Haji Bujang's Form 5

students

0

20

40

60

80

100

120

140

160

180

10.5 20.5 30.5 40.5 50.5 60.5 70.5 80.5

Cumula

tivefrequency

Upper boundary

Marks for Additional Mathematics exam ofKolej Tun Datu Tuanku Haji Bujang's Form 5

students


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COMPARISON OF THE DATA ANALYSIS FOR THE FIRST TEST WITH THE SCORES IN TAKE OFF

VALUE (TOV) OF THE FORM 5 STUDENTS

Aspect Mean Mode Median Standard

deviation

Form 5 Yakin

students

39.35 25.5 31.75 22.47

Form 5

students

27.6 5.5 19.79 19.73

-

The mean mark of 5 Yakin is 39.35 while the Form5s mean mark is 27.6 which

lower than 5 Yakins mean mark.

- The mode of 5 Yakin is 25.5 while the Form 5s mode is 5.5 which lower than 5

Yakinsmode.

- The median mark of 5 Yakin is 31.75 while the Form 5s median mark is 19.79 which

lower than 5 Yakinsmedian marks.

- Standard deviation of Form 5 Yakin is 22.47 while Form 5s standard deviation is

19.47. This shows that 5 Yakin scored very close to the average.

- The standard deviation for 5 Yakin is bigger which means the marks dispersion is

bigger.


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FURTHER EXPLORATION

Identification of friends who managed to obtain high score and shown improvement:

a) Highest score : Dayang Nurfarahin Binti Abang Usop (Marks = 90%)

b) Shown improvement : Abdul Rahman Bin Zakaria (Improvement = 23%)

I had interviewed some of my friends who managed to get good result about their learning

strategies in pursuit of excellent result. The strategies are as stated below:

- Pay full attention in class

- Always consult teacher when in doubt

-

Do a lot of exercises to sharpen the skills- Make a study schedule

- Participate in class


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Conclusion

In conclusion, the mean mark and the average grade of 5 Yakin's Additional

Mathematics scores are lower beyond the passing grade. Moreover, majority of the

students obtained marks that are lower than 40%, which is the passing grade. Only afew students were able to achieve excellent results in their exams. However, there is

always time, a chance and ways to change the results as suggested before. Teachers and

students both must cooperate to obtain the targeted and expected results in the future.


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Reflection

This project work has taught me a lot. I have discovered the significance of data analysis

in daily life. Moreover, this project work has increased my knowledge in statistics. I had

also mastered some ICT skills while doing this project. I was able to make a histogramgraph and an ogive graph using Microsoft Excel, this is a new achievement to me. I know

that it will contribute a lot to my future, and I will no longer have difficulty in possessing

the ability of using a computer software. Plus, this project work has taught me to

manage my time wisely. My determination in finding solution to the questions has also

increased, I have learned to not give up easily. All in all, this project work has done a lot

of justice to my attitude towards Additional Mathematics.


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ATTACHMENTS

add mt project

Documents