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Caribbean Examinations Council
Secondary Education Certificate
School Based Assessment
Additional Math Project
Does good physical health and fitness, as indicated by Body Mass Index, affect the
academic performance of teenagers?
Name of Candidate: Sharyn Gittens
Name of centre: Harrison College
Centre Number: 030014
Year of Examination: 2016
Registration Number: 0300141050
2
Table of Contents Purpose of Project…………………………………………………………………………………………………………………..3
Method of Collection………………………………………………………………………………………………………………4
Presentation of Data……………………………………………………………………………………………………………….5
Mathematical Knowledge/ Analysis of Data…………………………………………………………………………..16
Discussion………………………………………………………………………………………………………………………………29
Conclusion……………………………………………………………………………………………………………………………..30
Appendix………………………………………………………………………………………………………………………………..31
Bibliography…………………………………………………………………………………………………………………………..32
3
Purpose of Project
Academic performance is the outcome of being educated – the extent to which a teacher, student
or institution has achieved their academic goals. This is usually measured in the form of
assessments. The study of Mathematics not only enables a person to be a great accountant or
actuary, but learning it forces a student to think logically and to solve problems using the skill.
Mathematics also is not just simple regurgitation, but a common ‘strategy’ is used to solve many
different problems, which therefore helps in life experiences. Taking English as a subject enables
the students to learn the rules of grammar, punctuation and spelling, as well as enabling them to
construct a sentence and pronounce words correctly. A good grasp of these principles enhances
communication skills and improves your overall presentation, as your written language and
speech would be up to par. Body Mass Index (BMI) is the measure of relative size based on the
height and mass of a person. BMI is used as a screening tool to determine whether a person in
underweight, healthy, overweight or obese. If someone’s BMI is out of the healthy range, they
are at risk of health crises. A study carried out by Kayla Naticchiono of John Carroll University
titled “The Relation between Obesity and Academic Achievement of School-age Children”
showed that there was a link between nutrition and weight in childhood and academic
achievement. Her research showed that students with poor nutrition performed poorly in the
classroom.
The purpose of this project is to examine the relationship between the health status of
adolescents and their academic performance in English Literature and Mathematics.
The variables being considered are
1) the health status of the students as indicated by Body Mass Index (Healthy (normal BMI)
and Unhealthy (underweight, overweight and obese BMI))
2) academic performance in two selected subjects (Mathematics and English Literature)
3) Gender (Male or Female)
4
Method of Collection
Forty students in the fifth form year (20 girls and 20 boys) were asked if they were willing to
contribute their weights and heights to my Additional Mathematics School-Based Assessment.
Those who consented were weighed. The students who were weighed were asked to remove
their shoes and any articles from their pockets.
Thereafter, their height was recorded using a measuring tape. Each student was asked to stand
vertically against a wall and the level at the very top of his/her skull was marked horizontally on
the wall. The height was the distance between the ground and the horizontal mark on the wall.
The weight was recorded in pounds (lbs) and height was recorded in inches. In order to
calculate the BMI (Body Mass Index) one of the two following equations can be applied:
𝐵𝑀𝐼 = Weight (Kg)
Height2 (𝑚2)
𝐵𝑀𝐼 = 703 × Weight (lbs)
Height2 (𝑖𝑛𝑐ℎ2)
The latter equation was applied.
With the students consent, their English and Mathematics marks attained in the respective
exams, which were given to them at the end of the fourth year (promotional exams), were
provided and used as a representation of their academic performance.
The privacy of the students were maintained, therefore, no names are listed.
5
Presentation of Data
Gender Weight (lbs) Height (inches)
Height²(inches²) BMI State of Student English (%) Math(%)
M 120.0 65.8 4329.6 19.5 Healthy 63.0 70.0
M 110.2 67.0 4489.0 17.3 Healthy 78.9 56.2
M 135.4 65.6 4303.4 22.1 Healthy 64.1 65.0
F 149.6 59.6 3552.2 29.6 Obese 69.9 41.7
F 125.0 69.2 4788.6 18.3 Healthy 79.1 39.9
M 125.8 64.6 4173.2 21.2 Healthy 71.7 64.8
M 184.8 69.0 4761.0 27.3 Overweight 61.7 56.8
M 130.0 73.6 5417.0 16.9 Underweight 74.3 78.1
F 134.8 60.6 3672.4 25.8 Overweight 86.0 43.3
M 170.8 70.4 4956.2 24.2 Overweight 78.2 30.4
F 91.8 62.2 3868.8 16.7 Underweight 74.8 75.1
F 198.6 67.6 4596.8 30.6 Obese 85.0 89.9
M 161.8 67.0 4489.0 25.3 Overweight 66.3 53.9
M 107.0 64.3 4134.5 18.2 Healthy 66.5 53.9
M 117.8 67.2 4515.8 18.3 Healthy 63.8 38.9
M 122.0 70.4 4956.2 17.3 Healthy 67.6 62.6
F 91.2 62.2 3868.8 16.6 Underweight 78.0 50.2
F 115.8 65.8 4329.6 18.8 Healthy 51.2 67.3
M 135.0 67.0 4489.0 21.1 Healthy 77.6 80.5
F 112.0 64.6 4173.2 18.9 Healthy 77.8 81.6
F 138.0 64.6 4173.2 23.2 Overweight 72.6 69.6
F 111.6 65.8 4329.6 18.1 Healthy 74.3 46.0
F 104.2 63.4 4019.6 18.2 Healthy 74.0 42.8
M 143.0 70.4 4956.2 20.3 Healthy 83.4 38.3
F 156.0 61.0 3721.0 29.5 Obese 76.4 71.2
F 104.0 61.0 3721.0 19.6 Healthy 82.9 77.4
M 160.2 70.4 4956.2 22.7 Healthy 71.9 90.7
M 176.2 70.4 4956.2 25.0 Overweight 65.8 82.2
F 110.0 63.4 4019.6 19.2 Healthy 77.4 93.3
F 149.2 70.4 4956.2 21.2 Healthy 44.0 84.8
F 180.4 65.8 4329.6 29.2 Obese 62.3 29.3
M 139.2 70.4 4956.2 19.7 Healthy 85.4 80.2
F 126.4 64.6 4173.2 21.3 Healthy 61.5 90.7
M 151.8 69.2 4788.6 22.3 Healthy 76.3 91.5
M 161.0 72.6 5270.8 21.5 Healthy 72.1 55.7
M 114.8 70.4 4956.2 16.3 Underweight 67.4 48.4
F 100.8 63.4 4019.6 17.6 Healthy 53.7 45.3
M 130.0 70.4 4956.3 18.4 Healthy 80.5 84.0
F 121.2 63.4 4019.6 21.2 Healthy 63.8 52.6
F 118.8 67.0 4489.0 18.6 Healthy 79.0 75.5
Table 1: Table Showing the BMI Results and 2015 Mathematics and English Literature
promotion marks (%) of 20 males and 20 females.
6
Figure 1: A Pie Chart Showing the BMI Results of all of the Students
10%
65%
15%
10%
Underweight Healthy Overweight Obese
7
Figure 3: A Pie Chart Showing the BMI Results of the Male Students
Figure 4: A Pie Chart Showing the BMI Results of the Female Students
10%
70%
20%
Underweight Healthy Overweight
10%
60%
10%
20%
Underweight Healthy Overweight Obese
8
Figure 5: A Stacked Column Chart Comparing the English marks of the Male Students and the
Female Students
Stem Leaf
6 1.7 3.0 3.8 4.1 5.8 6.3 6.5 7.4 7.8
7 1.7 1.9 2.1 4.3 6.3 7.6 8.2 8.9
8 0.5 3.4 5.4
Figure 6: A stem and leaf diagram showing the overall English marks for the males
Stem Leaf 4 4.0 5 1.2 3.7 6 1.5 2.3 3.8 9.9 7 2.6 4.0 4.3 4.8 6.4 7.4 7.8 8.0 7 9.0 9.1 8 2.9 5.0 6.0
Key: 5 | 5.6 means 55.6
Figure 7: A stem and leaf diagram showing the overall English marks for the females
1
2
94
810
3 3
M A L E S T U D E N T S F E M A L E S T U D E N T S
40.0% - 49.9% 50.0% - 59.9% 60.0% - 69.9% 70.0% - 79.9% 80.0% - 89.9%
9
Figure 8: A stacked column chart comparing the overall Math marks of the male and female
students
Stem Leaf 3 0.4 8.3 8.9 4 8.4 5 3.9 3.9 5.7 6.2 6.8 6 2.6 4.8 5.0 7 0.0 8.1 8 0.2 0.5 2.2 4.0 9 0.7 1.5
Key: 8 | 6.7 means 86.7
Figure 9: A stem and leaf diagram showing the Math marks of the male students
13 1
15
52
3 2
2 4
4 3
2 2
M A L E S T U D E N T S F E M A L E S T U D E N T S
20.0%-29.9% 30.0%-39.9% 40.0%-49.9% 50.0%-59.9%
60.0%-69.9% 70.0%-79.9% 80.0%-89.9% 90.0%-99.9%
10
Stem Leaf 2 9.3 3 3.9 4 1.7 2.8 3.3 5.3 6.0 5 0.2 2.6 6 7.3 9.6 7 1.2 5.1 5.5 7.4 8 1.6 4.8 9.9 9 0.7 3.3
Key: 5 | 6.7 means 56.7
Figure 10: A stem and leaf diagram showing the overall math marks of the female students
Figure 11: A bar chart showing the distribution of English marks for Healthy and Unhealthy
males.
0
1
2
3
4
5
6
7
Healthy Males Unhealthy Males
60.0% - 69.9% 70.0% - 79.9% 80.0% - 89.9%
11
Stem Leaf 6 3.0 3.8 4.1 6.5 7.6 7 1.7 1.9 2.1 6.3 7.6 8.9 8 0.5 3.4 5.4
Key 7 |8.7 means 78.7
Figure 12: A stem and leaf diagram showing the English marks of the healthy males
Stem Leaf 6 1.7 5.8 6.3 7.4 7 4.3 8.2
Key 6 | 8.2 means 68.2
Figure 13: A stem and leaf diagram showing the English marks of the unhealthy males
Figure 14: A Bark Chart Comparing the Math marks of healthy males and unhealthy males
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Healthy Males Unhealthy Males
Nu
mb
er o
f St
ud
ents
State of Males
30.0% - 39.9% 40.0% - 49.9% 50.0% - 59.9% 60.0% - 69.9%
70.0% - 79.9% 80.0% - 89.9% 90.0% - 99.9%
12
Stem Leaf 3 8.3 8.9 4 5 3.9 5.7 6.2 6 2.6 4.8 5.0 7 0.0 8 0.2 0.5 4.0 9 0.7 1.5
Key 5 | 4.3 means 54.3
Figure 15: A stem and leaf diagram showing the Math marks of the Healthy Males
Stem Leaf 3 0.4 4 8.4 5 3.9 6.8 6 7 8.1 8 2.2 9
Key 4| 4.6 means 44.6
Figure 16: A stem and leaf diagram showing the Math marks of the unhealthy males
13
Figure 17: A Bar Chart comparing the English marks of the healthy females and unhealthy
females
Stem Leaf 4 4.0 5 1.2 3.7 6 1.5 3.8 7 4.0 4.3 7.4 7.8 9.0 9.1 8 2.9
Key 6 |4.5 means
Figure 18: A stem and leaf diagram showing the English marks of the Healthy Females
Stem Leaf 6 2.3 9.9 7 2.6 4.8 6.4 8.0 8 5.0 6.0
Key 8 | 8.9 means 88.9
Figure 19: A stem and leaf diagram showing the English marks of the Unhealthy Females
0 1 2 3 4 5 6 7
Unhealthy Females
Healthy Females
Number of Students
Stat
e o
f Fe
mal
es
80.0% - 89.9% 70.0% - 79.9% 60.0% - 69.9% 50.0% - 59.9% 40.0% - 49.9%
14
Figure 20: A bar chart comparing the Math marks of the healthy females and the unhealthy
females
Stem Leaf
3 9.9
4 2.8 5.3 6.0
5 2.6
6 7.3
7 5.5 7.4
8 1.6 4.8
9 0.7 3.3
Key 4 | 7.8 means 47.8
Figure 21: A stem and leaf diagram showing the Math marks of the Healthy Females
0 0.5 1 1.5 2 2.5 3 3.5
Unhealthy Females
Healthy Females
Number of Students
Stat
e o
f F
emal
es
90.0% - 99.9% 80.0% - 89.9% 70.0% - 79.9% 60.0% - 69.9%
50.0% - 59.9% 40.0% - 49.9% 30.0% - 39.9% 20.0% - 29.9%
15
Stem Leaf
2 9.3
3
4 1.7 3.3
5 0.2
6 9.6
7 1.2 5.1
8 9.9
Key 7 | 6.5 means 76.5
Figure 22: A stem and leaf diagram showing the Math marks of the Unhealthy Females
16
Mathematical Knowledge/Analysis of Data:
The following eight (8) groups were considered:
o ENGLISH – Males (healthy)
o ENGLISH – Males (unhealthy)
o ENGLISH – Females (healthy)
o ENGLISH – Females (unhealthy)
o MATH – Males (healthy)
o MATH – Males (unhealthy)
o MATH – Females (healthy)
o Math – Females (unhealthy)
A box-and-whisker chart was plotted for each group, showing the lowest promotional mark, the
highest promotional mark, the median mark, the lower quartile and the upper quartile
respectively. The median value (Q₂) is the value that divides the data into two equal groups. It
occurs in the (𝑛+1
2)
𝑡ℎ
position, where n = the number of values in the group. When this position
is not a whole number, the median in the mean of the mark immediately before the
determined position and the one immediately after it. The lower quartile (Q₁) is the median of
the lower half of the data. It occurs in the (𝑛+1
4)
𝑡ℎ
position, where n is the number of values
(students) in the group. As with the median, when this position is not a whole number, the
mean of the mark immediately before it and the mark immediately after is found to determine
the lower quartile. The upper quartile (Q₃) is the median of the upper half of the data, occurring
in the 3 (𝑛+1
4)
𝑡ℎ
position, where n is the number of values (students) in the group. The same
rules for the lower quartile and the median apply to this, in terms of the position not being a
whole number. The interquartile range is the difference between the upper quartile and the
lower quartile i.e. Q₃ - Q₂.
Figures 23-26 show the box-and-whisker plots for the eight (8) groups being considered.
17
Figure 23: A box-and-whisker plot showing the English marks of healthy and unhealthy males
Figure 24: A box-and-whisker plot showing the English marks of healthy and unhealthy females
18
Figure 25: A box-and-whisker plot showing the Mathematics mark of healthy males and
unhealthy males
Figure 26: A box-and-whisker plot showing the Mathematics marks of healthy females and
unhealthy females
19
The mean and standard deviation for each of the eight specified groups were calculated. The
formulas used were:
mean =∑ 𝑋𝑖
𝑛
standard deviation = √∑(𝑋𝑖 − 𝑚𝑒𝑎𝑛)2
𝑛
∑ 𝑋𝑖 represents the sum of all the marks for a specified group. ‘n’ represents the number of students in a specified group. Tables 3, 4, 5, 6, 7, 8, 9 and 10 show the results of these calculations for the eight specified groups being considered. N.B.= d.p. = decimal places The statistics for the eight specified groups are summarized in Table 11.
20
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 63.0 -10.0556 101.1150914 63.8 -9.2556 85.66613136
64.1 -8.9556 80.20277136 66.5 -6.5556 42.97589136
67.6 -5.4556 29.76357136
71.7 -1.3556 1.83765136 71.9 -1.1556 1.33541136
72.1 -0.9556 0.91317136 76.3 3.2444 10.52613136
77.6 4.5444 20.65157136 78.9 5.8444 34.15701136
80.5 7.4444 55.41909136
83.4 10.3444 107.0066114 85.4 12.3444 152.3842114
𝚺 1022.8 729.954319
Number of students
14
Mean �̅� =Σ𝑥𝑖
𝑛
Standard deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean= 1022.8
14
Standard deviation= √
729.954319
14
= ( 4 d.p.) 73.0556
= 7.220775181
To 2 d.p.= 7.22
Table2: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by healthy males in English
21
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)²
61.7 -7.25 52.5625
65.8 -3.15 9.9225
66.3 -2.65 7.0225
67.4 -1.55 2.4025
74.3 5.35 28.6225
78.2 9.25 85.5625
𝚺 413.7 186.095
Number of students
6
Mean �̅� =Σ𝑥𝑖
𝑛
Standard deviation = 𝜎 =
√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 413.7
6
Standard deviation= √
186.095
6
= 68.95 = 5.5692
To 2 d.p. = 5.57
Table 3: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by unhealthy males in English
22
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 44.0 -24.225 586.850625 51.2 -17.025 289.850625
53.7 -14.525 210.975625 61.5 -6.725 45.225625
63.8 -4.425 19.580625
74.0 5.775 33.350625 74.3 6.075 36.905625
77.4 9.175 84.180625 77.8 9.575 91.680625
79.0 10.775 116.100625
79.1 10.875 118.265625 82.9 14.675 215.355625
𝚺 818.7 1848.3225
Number of students
12
Mean �̅� =Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 818.7
12
Standard Deviation= √
1848.3225
12
= 68.225
= 12.41075642
To 2 d.p. = 12.41
Table 4: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by healthy females in English
23
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 62.3 -13.325 177.555625 69.9 -5.725 32.775625
72.6 -3.025 9.150625 74.8 -0.825 0.680625
76.4 0.775 0.600625
78.0 2.375 5.640625 85.0 9.375 87.890625
86.0 10.375 107.640625 𝚺 605 421.935
Number of students
8
Mean �̅� =Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 605
8
Standard Deviation √
421.935
8
= 75.625
= 7.262360154
To 2 d.p. = 7.26 Table 5: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by unhealthy females in English.
24
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 38.3 -28.2929 800.4881904 38.9 -27.6929 766.8967104
53.9 -12.6929 161.1097104 55.7 -10.8929 118.6552704
56.2 -10.3929 108.0123704
62.6 -3.9929 15.94325041 64.8 -1.7929 3.21449041
65.0 -1.5929 2.53733041 70.0 3.4071 11.60833041
80.2 13.6071 185.1531704
80.5 13.9071 193.4074304 84.0 17.4071 303.0071304
90.7 24.1071 581.1522704 91.5 24.9071 620.3636304
𝚺 932.3 3874.763776
Number of students
14
Mean �̅� =Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 932.3
14
Standard Deviation = √
3874.763776
14
= (4 d.p.) 66.5929
= 16.63637103
To 2 d.p. = 16.64 Table 6: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by healthy males in Mathematics
25
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 30.4 -27.9 778.41
48.4 -9.9 98.01
53.9 -4.4 19.36 56.8 -1.5 2.25
78.1 19.8 392.04 82.2 23.9 571.21
𝚺 349.8 1861.28
Number of students
6
Mean �̅� =
Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 349.8
6
Standard Deviation = √
1861.28
6
= 58.3 = 17.61287408
To 2 d.p. = 17.61 Table 7: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by unhealthy males in Mathematics
26
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 39.9 -26.5333 704.0160089 42.8 -23.6333 558.5328689
45.3 -21.1333 446.6163689 46.0 -20.4333 417.5197489
52.6 -13.8333 191.3601889
67.3 0.8667 0.75116889 75.5 9.0667 82.20504889
77.4 10.9667 120.2685089 81.6 15.1667 230.0287889
84.8 18.3667 337.3356689
90.7 24.2667 588.8727289 93.3 26.8667 721.8195689
𝚺 797.2 4399.326667
Number of Students
12
Mean �̅� =Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean = 797.2
12
Standard Deviation = √
4399.326667
12
= ( 4 d.p.) 66.4333 = 19.14707695
To 2 d.p. = 19.15 Table 8: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by healthy females in Mathematics
27
𝝌 (𝝌 − 𝒎𝒆𝒂𝒏) (𝝌 − 𝒎𝒆𝒂𝒏)² 29.3 -29.4875 869.5126563
41.7 -17.0875 291.9826563 43.3 -15.4875 239.8626563
50.2 -8.5875 73.74515625 69.6 10.8125 116.9101563
71.2 12.4125 154.0701563
75.1 16.3125 266.0976563 89.9 31.1125 967.9876563
𝚺 470.3 2980.16875
Number of students
8
Mean �̅� =Σ𝑥𝑖
𝑛
Standard Deviation
𝜎 =√Σ(𝑥 − 𝑚𝑒𝑎𝑛)2
𝑛
Mean= 470.3
8
Standard Deviation= √
2980.16875
8
= 58.7875 = 19.30080552
To 2 d.p. = 19.30
Table 9: A table showing the calculation of the mean and standard deviation of a set of marks
obtained by unhealthy females in Mathematics
28
English Math
Males Females Males Females
healthy unhealthy healthy unhealthy healthy unhealthy healthy unhealthy
N 14 6 12 8 14 6 12 8
Lowest Score (%)
63.0 61.7 44.0 62.3 38.3 30.4 39.9 29.3
Highest Score (%)
85.4 78.2 82.9 86.0 91.5 82.2 93.3 89.9
Median 72.0 66.9 74.2 75.6 64.9 55.4 71.4 70.4
Interquartile Range
14.4 12.5 20.8 10.2 27.5 40.8 37.5 30.7
Mean (2 d.p.)
73.06 68.95 68.23 75.63 66.59 58.30 66.43 58.79
Standard Deviation ( 2 d.p. )
7.22 5.57 12.41 7.26 16.64 17.61 19.15 19.30
% passes 100% 100% 91.�̇�% 100% 85.7% 𝟔𝟔. �̇�% 𝟔𝟔. �̇�% 𝟔2.5%
Table 10: A summary of the statistical results for the eight specified groups of fifth formers
29
Discussion:
With reference to Table 10 on the previous page and careful examination of the figures, clear
comparisons can be made.
It was observed that healthy males achieved higher mean marks in Mathematics and English
than healthy females. However, unhealthy females attained higher mean marks than unhealthy
males in both English and Mathematics. The highest mean mark was calculated by the marks of
females and the lowest mean mark was calculated by the marks of males. Generally, from the
data, it can be concluded that females, whether healthy or unhealthy, did better than all males.
Healthy individuals seemed to have done better than unhealthy individuals, with the exception
of the females in the English exam.
The highest median calculated from the data collected was from unhealthy females in English
and the lowest median was calculated from the marks of unhealthy males in Mathematics.
Females did better than the males in terms of median marks. Healthy individuals also seemed
to have done better in this area, with the exception of unhealthy females who surpassed
healthy females.
The highest inter-quartile range was calculated from the marks obtain from unhealthy males in
the Mathematics and the lowest was calculated from unhealthy females in English. When
calculated, the inter-quartile ranges for the healthy students were higher than those of
unhealthy students for both Mathematics and English, with the exception of the males who did
Mathematics; the inter-quartile range of the unhealthy males was higher than that of the
healthy males. This shows the level of variation between the middle range (the values from Q₁
to Q₃)
The highest standard deviation was calculated from the marks of the unhealthy females in
Mathematics whereas, the lowest standard deviation was calculated from the marks of the
unhealthy males in English. The standard deviations of the unhealthy participants were lower
than those of the healthy participants. However, for Mathematics, the standard deviation of
the healthy participants were lower than those of the unhealthy participants.
The highest overall score was achieved by a healthy female in Mathematics and the lowest
overall score was attained by an unhealthy female. With respect to the passes seen in the
lowest scores category, 33.3% of the passes was attained by a healthy individual and 66.7% was
attained by unhealthy individual. 60% of the lowest scores that were not passes were attained
by healthy students and 40% by unhealthy students.
All males (unhealthy and healthy) passed the English examination. The majority of the females
passed the English exam, however, those who failed the exam were healthy. In Mathematics,
the number of passes of the healthy students were higher than the number of passes of the
unhealthy students.
30
Conclusion:
The aim of this expression was to determine whether or not BMI is linked to academic
performance. Taking into consideration the results of the students, bar charts, pie charts and
stem and leaf diagrams were created. The data was also used to create box-and-whisker plots
and to calculate the mean and standard deviation of the marks.
With reference to the results, it can be concluded that BMI does, in some cases, influence a
person’s academic performance. All results prove this, with the exception of the females, in
terms of the English examination. It was therefore determined healthy students have better
problem solving skills than unhealthy students have. However, the change of trend appears
with the unhealthy females, as they appear to have a better understanding of their language
and its usage in comparison to healthy females. Despite that, healthy males did better in
English than unhealthy males
A limitation experienced in this project was that students may have eaten immediately before
being weighed, which makes them appear heavier as they really are. Another limitation is that
BMI does not take muscle mass into consideration. Therefore, when the BMI of a healthy,
muscular person is calculated, they appear to be unhealthy (overweight or obese), causing a
healthy person to be placed in the unhealthy category. In addition, the English and
Mathematics results used to determine the child’s academic performance was just one test,
and a single test cannot determine the brilliance of a child as accurately as a series of tests
would. Factors determining a child’s intelligence include, but are not limited to, the child’s
environment and the genes of their parents.
31
Appendix:
To determine their BMI range, the following BMI table was used after consulting various BMI
charts.
Underweight Healthy Overweight Obese
BOYS <17.0 17.0-23.4 23.5-26.9 >27.0
GIRLS <17.0 17.0-21.9 22.0-25.9 >26.0
32
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