Maths Statistics SBA

Caribbean Secondary Examination Council
School-Based Assessment 2021

Mathematics
Topic: Statistics
Project Title: Virtual Schooling and Absenteeism
Candidate Names: Adesh Khayyam
Martyn Pereira
Krystal McLean
Shakeel Babb
Stephana Wilson
Gabrielle Stafford
Israel Desir
School: The Bishops’ High School
School Code: 090007
Territory: Guyana
Teacher: Ms Oneika Wilson
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Table of Contents
Acknowledgements............................................................................................................3
Introduction........................................................................................................................ 4
Method of Data Collection.................................................................................................6
Presentation of Data...........................................................................................................8
Analysis of data................................................................................................................14
Discussion of Findings.....................................................................................................22
Conclusion....................................................................................................................... 23
Limitations....................................................................................................................... 24
Recommendations............................................................................................................25
Bibliography....................................................................................................................26
Appendix.......................................................................................................................... 27
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Acknowledgements
In completing this SBA portfolio, we had much assistance and guidance from some respected
persons, who deserve our greatest gratitude. The completion of this assignment gives us much
pleasure and we would like to show our gratitude to our Instructor, Miss Oneika Wilson for
giving us a good guideline for the assignment throughout numerous consultations. We would
also like to expand our sincere gratitude to all our classmates and group members themselves,
who have made valuable suggestions on this proposal which directly or indirectly gave us
inspiration to improve our assignment.

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Introduction
 A brief review of the Literature
Topic: Virtual Absenteeism
COVID-19 and student performance, equity, and U.S.

education policy
By Emma Garcia and Elaine Weiss
This article briefly discourses on the halting of physical schooling due to the COVID-19
pandemic. To cite our source, physical learning and development have been disrupted for
millions of students. Thus, learning must continue on the online platform. However, many
factors complicate this:
 The uneven access to devices and internet connectivity
 The volatility of reliable electricity
 The lack of planning and virtual training for teachers
 The absence of educational resources for children

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Power outages put a damper on students’ virtual learning in

several communities
By Emily Sweeny
A brief review of this article shows that ever since both students and teachers made the switch to
online learning; there have been many challenges for both parties. These take the form of
connection issues and, especially, power outages. With so much going on in the current time,
students are expected to attend all of their classes. However, because of power outages, both
students and teachers have been unable to attend. Leaving the teacher unable to continue the
classes and the students with little to no educational content.
 Why the topic was selected
This study aimed to determine the scale of virtual absenteeism among students in the 5-day
school week and factors affecting such. This stemmed from the COVID-19 pandemic and the
repercussions it had on education. Admittedly, online classes are seemingly the only possible
way they can continue at this time. However, how students are being affected should be of grave
concern. Many variables such as the availability of the internet, reliable electricity and devices
influence the efficiency of this alternative. Then, how can data on the competence and usage of
the virtual substitute be obtained? Such curiosity gave rise to this topic and its objectives:
1. To understand the stability and availability of the internet for the students
2. To discover the efficiency of online classes and the factors hindering such classes
3. To ascertain an average concerning the number of days each student is present for virtual
classes. This will be out of 5 days.
4. To determine the type of linear correlation between attendance in virtual registration and
virtual class.
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Method of Data Collection

 Selection of instruments
Virtual Questionnaires were created and
digitally distributed to students to gain
both numerical and non-numerical data
on their conditions of students and
thoughts by scale.
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The images of the Virtual Questionnaire
 Types of data solicited
Both Qualitative (non-numerical) and Quantitative (numerical) data was collected by this
questionnaire. However, the quantitative data was in the form of discrete data (contains certain
numbers). Continuous data (any number) was not used.
 Description and Justification of the Target Group
The questionnaire targets the students of age 12-16 who attend virtual classes due to the COVID-
19 pandemic and the closure of physical schooling.
These high school students are predominantly affected by the hiatus of physical learning. The
adaptation to virtual learning falls heaviest on their shoulders. Therefore, they become the best
audience for obtaining the specifics of the issues.

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Presentation of Data
Bar Charts
Figure 1
Average difficulty adjusting to virtual school

Annandale Secondary school
Hindu college
NGSS
Queen's College
St Rose's High
North Ruimveldt Multilateral Secondary
Brickdam secondary school
Marian Academy
North Georgetown Secondary School
Saint Stanislaus College
President's College
The Bishop's High School
0 1 2 3 4 5 6 7 8 9
Bar Chart comparing the virtual adjustments of schools
Figure 2
Comparison between registration and classes

6
0
1 2 3 4 5 6 7 8 9 10 11 12
Registration Classes
Average registration Average Classes
Bar Chart displaying a comparison between virtual classes and registration for 12
students
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Figure 3
Stability of Internet Connection

18
16
14
12
10
8 16
14
6
9
4 8 8
2
3
0 0 0 2
0
1 2 3 4 5 6 7 8 9 10
Stability of Internet Connection
Bar Chart showing the stability of internet connection for students
Figure 4
Factors affecting the Attendance of Students

35
30
25
20
15 29
25
10
5
7
4
1 2 2
0
Lack Sickness Oversleeping Device Distractions Power Wifi
Motivation problems Outage Problems
Factors affecting the Attendance of Students
Bar Chart showing factors affecting attendance for students

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Pie Charts
Figure 5
Internet Availability
2%
5%
Always have access
Have access most of the time
Have access sometimes
33% Occassionally have access
60%
Pie chart showing internet availability for students
Figure 6
Average attendance of Students during

Registration
5% Always (5)
Often (4)
Sometimes (2 or 3)
30% Ocassionally (1)
62%
3%
Pie chart showing the attendance of students during registration

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Figure 7
Average attendance of students for their scheduled

classes
5%5% Always
Often
Sometimes
22% Ocassionally
68%
Pie chart showing the attendance of students during classes
Figure 8
Factors affecting the attendance of Students
13%
Wifi Problems
10% Power Outage
41% Distractions
Other
36%
Pie Chart comparing the factors affecting student attendance

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Scatter plot
Figure 9
Days present for online classes and registration

6
Presence for Registration
0
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5
Presence for Classes
Line of best fit for classes and registration
Contingency Table
Figure 10
Factors affecting Presence at Classes Total Number of
Attendance Three or More Less than Three Responses
Days Days
Internet problems 26 3 29
Power Outages 24 1 25
Distractions 7 0 7
Other 9 0 9
Total 66 4 70
Contingency table comparing absenteeism factors to the number of absentees

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Cumulative Frequency Curves

Figure 11
Figure 11
Cumulative Frequency Curve of students’ attendance for virtual registration
N.B. Q2 and Q3 are the same value

2cm represents 1 unit on the x axis
2cm represents 10 units on the y axis
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Analysis of data
Part 1- Computational Analysis
Measure Formula Used&/Result Interpretation of Results

Mean/Average The mean is defined as the
a+b+ c …
x́= intermediate value between the
n
extreme members of some set.
The formula for the average Therefore, out of 5 days. An
attendance average of 4.4 is
1. Presence at registration= 4.4
markedly high. Moreover, out of a
2. Presence at classes = 4.4 rating of 10, average internet
stability of 7.5 perpetuates an
3. Stability of internet = 7.5
impressive digital performance.
Mode The mode is defined as the most

f 1−f 0
M =l+ (
2 f 1−f 0−f 2
h) frequently occurring value is a
particular set of data. Thus, a
The formula for the mode modal internet stability rating of 8
out of 10 is quite high. However,
1. Stability of internet =8
students have a modal difficulty
2. Difficulty adjusting to learning using a virtual platform as 6 out of
10, which is also considerably
conditions =6
high. The modal frequencies
3. Presence at registration = 5 provide insight into what most
4. Presence at classes =5 students are doing. Therefore,

modal school attendance of 5 out
of 5 illustrates that most students
attend virtual school every day of
the school week.
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Range The range is defined as the spread

Range ( X )=Max ( X )−Min( X )
between the lowest and highest
The formula for the range
values of a set of data. Therefore,
1. Presence at registration. = 4 it is illustrated that the attendance
rate (out of 5) is spread out, as
2. Presence at classes =4
students attend between 1-5 days
in the week. Inversely, data
3. Stability of internet =6 displaying internet stability is not
as dispersed. The data unveils that
4. Difficulty adjusting to virtual (out of 10) the lowest rating is 4.
learning conditions =9 Thus, the range is 6 (from 4-10).
Lastly, the data concerning the
difficulty of virtual adjusting is
very dispersed with a range of 9
(out of 10). This reveals a very
opinionated and situational
response to the problem, which is
not similar to everyone.
Percentage x 100 The percentage is defined as a
Percentage= ×
total 1
number or ratio that represents a
Formula for percentage fraction of 100. Firstly, it is
1. Factors hindering the efficiency of observed that 66% of students find

online classes: virtual classes difficult due mainly
to the potential lack of internet
 Lack of internet – 41%
access and power outages. Making
 Frequent Blackout – 25% internet access and Blackout the
 Distractions – 10% main factors affecting the
efficiency of online classes.
 Other – 13%
Further, this study aimed to
determine the availability of the
internet for students. Therefore, it
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was found that 93% of students

2. Availability of internet:
either Always or Usually had
 Always available – 60% access to the internet. Displaying
the lack of internet access as a
 Usually – 33.33̇%
negligible issue. As a result, the
 Sometimes – 5%
findings perpetuated a high
 Occasionally – 1.6% attendance rate. As 90% of
students attended 4 or 5 out of the
3. Attendance of classes
5 school days of the week. This
 5 days – 66.66…%
displays a stellar virtual attendance
 4 days – 23.33̇% rate.
 3 days – 5%
 1 day – 5%
Probability Probability is defined as the

Frequency
P= likeliness of an event or situation
Total
to occur. A certain event has a
Formula for Probability probability of 1. Therefore, since
1. The probability that a student the probability of always having

who is chosen at random always internet 0.6, the chance that a
has an internet connection – 0.6 random student has a stable and
available internet connection is
2. The probability that a student
high. Inversely, an impossible
chosen at random found it
extremely difficult (8 -10) to event has a probability of 0. Thus,
transition to virtual learning – since the probability of virtual
0.283 difficulty is 0.283, the vast
minority of students experience
this challenge.
Table displaying the computational analysis of data

Part 2 - Pictorial Analysis
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- Interpretation of Bar Charts
Figure 1 - “The virtual adjustments of schools”
This bar chart displays the average difficulty adjusting to virtual learning conditions for each
school. By interpreting the chart, it was discovered that “President’s College” had the highest
virtual difficulty rate for the average student of the school. In contrast, “Hindu college” and
“Saint Stanislaus College” had the lowest transition difficulty for the average student. To
demonstrate, the average efficiency reading for each school in Ascending order of difficulty
(most-efficient to least) are as follows:
1. The Hindu College – 5/10 (Most effective platform)
2. Saint Stanislaus College – 5/10
3. Queen’s college - 5.5/10
4. Marian Academy – 5.8/10
5. North Georgetown Secondary School – 5.8/10
6. The Bishops’ High School – 5.9/10
7. Annandale Secondary School – 6/10
8. North Ruimveldt Multilateral Secondary – 6/10
9. Saint Rose’s High School – 6.5/10
10. Brickdam Secondary School – 6.5/10
11. NGSS -7/10
12. President’s College – 8/10 (Least effective platform)
Figure 2 – “Comparison between virtual classes and registration for 12 students”

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This chart juxtaposes the attendance habits of 12 students concerning their presence at
registration compared to classes. By analyzing the chart, a visual of the behaviour of the entire
student body is obtained. Firstly, it is seen that 50% of these students attend more classes than
registration sessions. The inverse is in the minority, as only one-third (33.3̇%) attend more
registration sessions than classes. This means that most students stay online for their prolonged
class periods rather than quickly joining registration and skipping classes. The average lines
perpetuate this as though only slightly, the average student attends more class periods than
registration sessions.
Figure 3 – “Stability of internet connection for students”
Firstly, this chart discredits the idea that internet instability is pervasive throughout the school
system, as no student has an internet connection that is less stable than 4 out of 10. Moreover, it
can be seen that the modal rating for the internet was 8 out of 10, illustrating that most of the
student body has access to an impressive internet connection. Inversely, the least number of
students recorded a rating of 5 out of 10. Finally, the range of the data is 6 (4-10), suggesting that
the data is not spread very broadly. This means that a particular rating of internet connection is
experienced by the majority of students.
Figure 4 – “Factors affecting the attendance of students”

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This chart displays the possible causes of absenteeism in virtual schooling. Firstly, it is observed
that students think internet issues are the salient force in student absence, accounting for 41% of
all entries. This is followed by Blackouts at 35%. Since 76% of entries perpetuate the issue of
power and internet fluctuations, these can be interpreted as the primary factors that incite
pervasive absenteeism rates. In contrast, factors like “lack of motivation”, “sickness” and
“oversleeping” are seen as negligible causes of absenteeism due to the virtual nature of the
schooling platforms.
- Interpretation of Pie Charts
Figure 5 – “Internet Availability of students”
This chart illustrates the distribution of internet access within the student body. This chart reveals
that the issue of internet availability is minor, as 60% of students always have access to the
internet. Moreover, this chart displays that the internet disparity within the school system is
negligible, as 93% of the student body have internet access either always or most of the time.
Figure 6 – “Attendance during registration”
This chart illustrates the data of attendance concerning registration. Firstly, it can be seen that the
data is spread out, as 62% of the student body always attend registration sessions (5 out of 5
days). On the other hand, only 3% attend it often (4 out of 5 days) whilst 30% only attend
registration sometimes (2-3 out of 5 days). This unveils that whilst most students attend
registration punctually, almost one-third attend tardily.
Figure 7 – “Attendance during classes”

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This chart illustrates that virtual class attendance is prompt, as 68% of the student body always
attend classes (5 out of 5 days). Moreover, the chart further perpetuates this punctuality by
unveiling that 90% of the student body attend classes either 4 or 5 out of 5 days in the week.
Finally, the chart insinuates a low-absenteeism rate by displaying that only 10% of students
attend classes tardily (1-3 days of the week), signifying that virtual schooling produces high rates
of class attendance.
Figure 8 – “Comparison of factors that affect student attendance”
This chart juxtaposes the various factors of absenteeism and displays them by the number of
entries per factor. In this chart, it is clear that internet instability is perceived as the salient issue
to overcome in the pursuit of better attendance rates in comparison to the other issues. This,
along with blackouts and power outages create 77% of entries perceived as the main absenteeism
issues.
- Interpretation of Scatter plot
Figure 9 – “Line of best fit for classes and registration”
This graph clearly illustrates the lineal correlation between attendance of classes and registration,
as desired in the objectives of this study. Upon analysis, it was observed that the gradient of the
graph was positive, indicating a positive linear correlation. Therefore, in this graph 'x varies
directly with y’ and as x increases, y increases as well ( x α y). In other words, the more students
there are for registration, the more there will be virtual classes.
- Interpretation of Contingency table

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The Contingency table investigates the extent that a particular absenteeism vector may affect the
virtual student body by analyzing how many students affected by a factor are forced to attend
less than three days of school because of it. The table illustrates that the various factors affecting
absenteeism do not severely minimize the attendance of the average student, as 94% (66 out of
70) of affected students can still attend virtual classes for 3-5 days of the school week. With this
in mind, internet availability appears to have the most drastic effect on absenteeism, as it causes
3 times (3x) more students to frequently miss classes than any other factor.
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Discussion of Findings
To conclude this study’s analysis, the views of the previous literature reviews were compared to
our findings:
Firstly, the article “COVID-19 and student performance, equity and U.S. education policy” by
Emma Garcia and Elaine Weiss stated that inconsistent access to the internet and devices leads
to chronic absenteeism. However, this view is not supported by the charts and data presented in
this investigation, as it was concluded that 60% of the students have constant and reliable access
to the internet. Therefore, the average attendance is 4 out of 5 school days per week.
Secondly, the article “Power Outages put a damper on students’ virtual learning in several
communities” by Emily Sweeney asserts that “There are intermittent power outages across the
city that are impacting our students’ ability to log on to remote learning.” This does not
coincide with the data compiled in this investigation, as only 36% of the surveyed student body
are frequently affected by such power outages.

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Conclusion
It can be concluded, that the scale of virtual absenteeism is low, as the average student goes to
school 4 out of 5 days of the school week. This was concluded to be due to constant internet
availability and infrequent power outages.

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Limitations
 The COVID-19 pandemic induced a nationwide lockdown that restricted physical
interviews and the distribution of questionnaires throughout neighbourhoods

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Recommendations
 Only place fixed options for applicants to choose from in the questionnaire. Asking the
applicant for personal or alien views only complicates the collection of data on the
subject
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Bibliography
CSEC Examination Changes-Yes Mathematics has a SBA component from May 2018 onward.
(2016, September). From CSEC Math Tutor:
https://www.csecmathtutor.com/mathematics-sba.html
Garcia, E., & Weiss, E. (2020, September 22). COVID-19 and Student Performance, Equity,
and U.S. Education Policy. From Phennd.com: http://phennd.org/update/article-covid-19-
and-student-performance-equity-and-u-s-education-policy/
Sweeney, E. (2020, september 30). Power outages put a damper on students’ virtual learning in
several communities. From bostonglobe.com:
https://www.bostonglobe.com/2020/09/30/metro/power-outages-put-damper-students-
virtual-learning-several-communities/
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Appendix
1. Probability
(P = Number of favourable outcomes/ Total number of outcomes)

This is the likeliness of an event or situation to occur. A definite event has a probability of 1. An
impossible event has a probability of 0.
2. Mean-
(Average = sum of numbers/ number of numbers)
This term, the arithmetic mean, is commonly known as the average. This is a quantity that is
the intermediate value between the extreme members of some set. The method of calculating the mean
may vary depending upon the relationships known or assumed to govern the other members.
3. Mode-
This is the most frequently occurring value. To find it you count how many of each value appears.
The most and the value that appears the most is deemed the mode. You may have more than one.
4. Median-
Median = (n + 1) ÷ 2}th place
This is the middle value. Arrange all the values into ascending or descending order the value in
the middle is the median. If they are two values in the middle add them and divide by 2.
5. Range-
This is the difference between the lowest and highest value. Find the lowest and highest value
then subtract the lower value from the upper value. The answer is the range.
6. Interquartile Range
interquartile range =Q3-Q1
A measure of variability, based on dividing a data set into quartiles. Quartiles divide
a rank-ordered data set into four equal parts. The values that divide each part are called the first, second
and third quartiles and they are denoted by Q1, Q2 and Q3, respectively.
7. Percentage-
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Percentage= Part /whole x 100/1
This is a number or ratio that represents a fraction of 100.
Questionnaire
1. How old are you? *
☐12
☐13
☐14
☐ 15
☐ 16
2. What is your gender? *

☐ Male
☐ Female
3. What school do you attend? *
………………………………………………………………………………………………………
2. What class are you in? *

☐ Grade 8
☐ Grade 9
☐ Grade10
☐ Grade 11
Other ……………………………………………………………………………………………………
3. Do you have access to an internet connection? *

☐ Never have access
☐ Occasionally have access

☐ Have access sometimes
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☐ Have access most of the time

☐ Always have access
4. How stable is your internet connection? Note:10 being most stable

☐1
☐2
☐3
☐4
☐5
☐6
☐7
☐8
☐9
☐ 10
5. Do you find online classes to be more effective than regular classes? *

☐ Yes
☐ No
State reason for your answer mentioned above *
……………………………………………………………………………………………………………..
6. How difficult was it to adjust to the new learning conditions? Note:10 is most difficult *
☐1
☐2
☐3
☐4
☐5
☐6
☐7
☐8
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☐9
☐ 10
7. On average, how often are you present for your registration period in a normal school's week? *
☐ Never (0)
☐ Occasionally (1)
☐ Sometimes (2-3)
☐ Often (4)
☐ Always (5)
8. On average, how often you are present for your scheduled classes in a normal school's week? *
☐ Never (0)
☐ Occasionally (1)
☐ Sometimes (2-3)
☐ Often (4)
☐ Always (5)
9. What is the main reason for you being absent from online classes? *
………………………………………………………………………………………………………......
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Raw Data Tables

Table 1
Stability of the
Availability
internet
Participant Gender Age
(Out of ten) of the internet
1 Female 15 10 Always
2 Female 16 7 Most times
3 Male 16 4 Sometimes
7 Male 14 7 Most times
8 Male 16 7 Always
10 Male 16 8 Always
11 Male 16 9 Always
13 Male 15 9 Always
14 Male 16 10 Always
16 Male 16 8 Always
17 Male 16 8 Always
19 Male 16 6 Always
20 Male 15 4 Always
24 Male 14 7 Always
25 Male 13 8 Always
28 Male 16 6 Always
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35 Male 14 8 Always
36 Male 16 8 Always
37 Male 13 7 Always
42 Male 14 9 Always
44 Male 15 9 Always
53 Male 13 7 Always
58 Male 13 7 Always
Table showing the stability and availability of the internet for students
Table 2
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Presence for online Presence for online

Participant Gender Age registration classes
(days) (days)
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1 Female 15 5 5
2 Female 16 5 5
3 Male 16 1 1
4 Female 14 5 5
5 Female 15 5 5
6 Female 16 1 1
7 Male 14 5 5
8 Male 16 5 5
9 Male 13 4 4
10 Male 16 5 5
11 Male 16 5 5
12 Female 16 4 4
13 Male 15 5 5
14 Male 16 5 4
15 Female 16 4 4
16 Male 16 4 5
17 Male 16 4 4
18 Male 16 5 5
19 Male 16 5 5
20 Male 15 5 5
21 Female 15 5 4
22 Female 15 4 3
23 Male 15 5 5
24 Male 14 5 5
25 Male 13 5 5
26 Female 15 5 5
27 Female 14 5 5
28 Male 16 5 5
29 Female 15 4 4
30 Female 15 5 5
31 Male 12 4 4
32 Male 15 4 5
33 Female 16 4 4
34 Female 14 4 4
35 Male 14 5 5
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36 Male 16 4 3
37 Male 13 5 5
38 Male 13 5 5
39 Male 16 1 1
40 Male 14 4 4
41 Female 14 5 5
42 Male 14 4 5
43 Male 16 4 5
44 Male 15 3 4
45 Female 14 3 5
46 Female 13 5 5
47 Female 13 5 5
48 Female 13 5 5
49 Male 13 5 5
50 Male 15 5 4
51 Female 15 5 5
52 Male 14 5 5
53 Male 13 5 5
54 Female 16 5 5
55 Female 13 4 4
56 Female 14 5 5
57 Female 16 5 5
58 Male 13 5 5
59 Male 15 5 5
60 Male 16 4 4
Table showing the average amount of days students are present for school
Table 3
Factors augmenting absenteeism Number of persons affected

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Lack of Internet 29
Blackout 25
Distractions 7
Device problems 3
Lack of knowledge for device use 1
Oversleeping 2
Sickness 2
Lack of motivation 1
Table showing factors augmenting virtual absenteeism
N.B – Participants were given the freedom to select more than one factor, thus, the number of
affected participants in this table may exceed the 60 participants of this questionnaire.
Table 4
Difficulty adjusting to online

Participant School attended by
learning conditions
Participant (10 - most difficult)
1 Bishops High School 4

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8 President's College 8
Saint Stanislaus
9 8
College
North Georgetown
11 1
Secondary School
13 Marian Academy 4
Brickdam secondary
14 8
school
Saints Stanislaus
15 4
College
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17 Marian Academy 4
18 Brickdam Secondary 8
North Georgetown
19 8
Secondary
Brickdam Secondary
20 4
school
21 Marian Academy 8
24 Marian Academy 10
25 Marian Academy 5
North Ruimveldt
27 6
Multilateral Secondary
North Georgetown
28 8
Secondary

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31 St. Stanislaus College 3
32 St Rose's High 9
34 Queen's College 8
36 NGSS 7
42 Hindu college 5
43 Marian Academy 3
Saint Stanislaus
44 5
College

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47 Marian Academy 6
48 Marian Academy 6
50 Queen's College 3
52 Saint Roses High 4
Annandale Secondary
54 6
school
North Ruimveldt
56 6
Multilateral Secondary
North Georgetown
57 6
Secondary school
The Bishop's High

58 2
School
The Bishop's High

59 6
School
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The Bishop's High

60 7
School
Table showing the efficiency of schools in transitioning to virtual learning
Calculations
Factors hindering the efficiency of online classes
Percentage value = value x 100

total
Lack of internet = 29 x 100 = 41%

70
Blackout = 25 x 100 = 36%

70
Distractions = 7 x 100 = 10%

70
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Sum % = 87% of the factors
In the ‘Other’ Section
Device Problems = 3 x 100 = 4.28…%

70
Lack of knowledge = 1 x 100 = 1.42…%

for device use 70
Oversleeping = 2 x 100 = 2.84…%

70
Sickness = 2 x 100 = 2.84…%

70
Lack of motivation = 1 x 100 = 1.42…%

70
Total % of the ‘Other’ Section = 13% of the factors
Availability of internet for students

total
Always have access = 36/ 60 x 100/1 = 60%
Have access most of the time = 20/60 x 100/1 = 33.333…%
Have access sometimes = 3/60 x 100/1 = 5%
Occasionally have access = 1/60 x 100/1 =1.66…%
Stability of internet
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Mean= (a + b + c + d) n = 4 (in this case)

n
Stability of internet =
(4 + 4 + 4 + 5 + 5 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7
+7+7+7+7+8+8+8+8+8+8+8+8+8+8+8+8+8+8+8+8+9+9+9
+ 9 + 9 + 9 + 9 + 9 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10)
60
Average stability = 7.5/ 10

Mode
4444556666666677777777777
7777777777778888888888888
8 8 8 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10
Mode = 8 (eight has the most characters with 16)
Attendance of students for their scheduled classes

total
Always (5 days) = 40 x 100 = 66.66…%

60
Often (4 days) = 14 x 100 = 23.33…%

60
Sometimes (3 days) = 3 x 100 = 5%

60
Occasionally (1 day) = 3 x 100 = 5%

60
45 | P a g e
Mean= (a + b + c + d) n = 4 (in this case)

n
= (5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 +5 + 5 + 5
+ 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 4+ 4 +4 + 4 + 4 + 4 + 4 + 4 + 4 + 4
+ 4 + 4 + 4 + 4 + 3 + 3 + 3 + 1 + 1 +1
60
= 269 = 4.4833̇
60
The average class attendance of students = 4.4833̇ days out of the 5-day school week
5+5+1+5+5+1+5+5+4+5+5+4+5+5+4+4+4+5+5+5+5+4+5+5+5+5+
5+5+4+5+4+4+4+4+5+4+5+5+1+4+5+4+4+3+3+5+5+5+5+5+5+5+
5+5+4+5+5+5+5+4
= 267 = 4.45
60
The average registration attendance of students = 4.45 days out of the 5-day school week
Probability
Probability = Frequency
Total
 Table 1 – Probability of a student to always have an internet connection.
Number of participants in table 1 – 60
Number of participants in table 1, to always have an internet connection – 36
Probability of participants in table 1, to always have internet connection =
Frequency/Total = 36/60 = 0.6
 Interpretation
46 | P a g e
The probability that a student is always connected to the internet is 0.6. This means that most of
the student body has reliable access to the internet and thus, their classes.
 Table 4 – Probability of a student with an 8 – 10 difficulty adjusting to online learning is
chosen at random
Number of participants in table 4 – 60
Number of participants in table 4, with an 8 – 10 difficulty adjusting to online learning – 17
Probability of participants in table 4, with an 8 – 10 difficulty adjusting to online learning
Frequency/Total = 17/60 = 0.283
 Interpretation
The probability that the student has found it extremely difficult to adjust to online learning
conditions is 0.283, thus, the transition to virtual learning has been very fruitful for about 70% of
the student population.

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Caribbean Secondary Examination Council

School-Based Assessment 2021

Method of Data Collection.................................................................................................6

inspiration to improve our assignment.

Topic: Virtual Absenteeism

COVID-19 and student performance, equity, and U.S.

factors complicate this:

 The uneven access to devices and internet connectivity

 The volatility of reliable electricity

 The lack of planning and virtual training for teachers

 The absence of educational resources for children

Power outages put a damper on students’ virtual learning in

classes and the students with little to no educational content.

 Why the topic was selected

Method of Data Collection

Virtual Questionnaires were created and

digitally distributed to students to gain

both numerical and non-numerical data

on their conditions of students and

The images of the Virtual Questionnaire

 Types of data solicited

numbers). Continuous data (any number) was not used.

 Description and Justification of the Target Group

19 pandemic and the closure of physical schooling.

audience for obtaining the specifics of the issues.

Average difficulty adjusting to virtual school

Bar Chart comparing the virtual adjustments of schools

Comparison between registration and classes

Stability of Internet Connection

Stability of Internet Connection

Bar Chart showing the stability of internet connection for students

Factors affecting the Attendance of Students

Factors affecting the Attendance of Students

Bar Chart showing factors affecting attendance for students

Pie chart showing internet availability for students

Average attendance of Students during

Pie chart showing the attendance of students during registration

Average attendance of students for their scheduled

Pie chart showing the attendance of students during classes

Factors affecting the attendance of Students

Pie Chart comparing the factors affecting student attendance

Days present for online classes and registration

Presence for Classes

Line of best fit for classes and registration

Contingency table comparing absenteeism factors to the number of absentees

Cumulative Frequency Curves

Cumulative Frequency Curve of students’ attendance for virtual registration

N.B. Q2 and Q3 are the same value

Measure Formula Used&/Result Interpretation of Results

Mode The mode is defined as the most

4. Presence at classes =5 students are doing. Therefore,

Range The range is defined as the spread

1. Factors hindering the efficiency of observed that 66% of students find

was found that 93% of students

Probability Probability is defined as the

1. The probability that a student the probability of always having

Table displaying the computational analysis of data

- Interpretation of Bar Charts

Figure 1 - “The virtual adjustments of schools”

(most-efficient to least) are as follows:

1. The Hindu College – 5/10 (Most effective platform)

2. Saint Stanislaus College – 5/10

3. Queen’s college - 5.5/10

4. Marian Academy – 5.8/10