TITLE

INTRODUCTION

(Write an introduction to the Project and the school itself. Also write about Mathematics)

Rationale

Problem

Research Methodology
Quantitative research – talk about what is it and do a small comparison with Qualitative
research
RESEARCH METHODOLOGY
Research Method/Design
Non- experimental research

Limitations

Sample Process/Design
 Target population: The group of people to whom we want our research results to apply 
Study population: The people who meet our operational definition of the target population 
Research sample: The members of the study population from whom we collect our data
Instrument Design
(Target population – All students who sat CSEC from the research site (school) for the years
2011 – 2016)
(Sample –
All students who sat CSEC Mathematics from the research site (school) for the years 2011 –
2016) OR
All students who sat CSEC Mathematics and Physics from the research site (school) for the
years 2011 – 2016) OR
All students who sat CSEC Mathematics and Accounts from the research site (school) for the
years 2011 – 2016) All students who sat CSEC Mathematics from the research site (school)
for the years 2011 – 2016) OR All students who sat CSEC Mathematics from the research
site (school) for the years 2011 – 2016)

Non- probability sampling more specifically •Convenient sampling was done : Collecting
sample who are most conveniently available for the survey. This as all students who did
mathematics OR mathematics and physics OR mathematics and accounts was used for the
sample.
Instrument Design

Data Management
Secondary data is the data that have been already collected and recorded by someone else
and readily available from other sources.

Due to the nature of the data, the researcher was not allowed to mine the data. Hence the
actual collection of data from the CSEC broadsheets at the school was done by and tabulated
by the Integrated Mathematics Teacher. The accuracy of the data was then check three times
by other teachers of the Mathematics Department.
Since students names could not be used, students were assigned a number in numerical order
as they appear on the broadsheet. Initial tabulation done by the Integrated Mathematics
teacher was done using “√” for those who passed the subject and “x”. The research then
changed the “√” with 1’s and the “x” with 0’s.
(Data Security -)

ORGANIZATION OF DATA
On receipt of the tabular data from the Integrated Mathematics teacher, and after coding the
data to numerical responses, the responses for each year was totalled and percentage pass rate
was obtained for each year as shown in the table below.

Here is the information for your SBA.

Mathematics
Year Number that Passed Number who Sat Percentage Pass
2016 148 199 74.4%
2015 159 214 74.3%
2014 79 119 66.4%
2013 52 88 59.0%
2012 45 84 53.6%
2011 91 260 35%

Mathematics and Physics

Year Number that Passed Number who Sat Percentage Pass
2016 Mathematic Physics Mathematic Physics Mathematics –
s s 58%
44 46 76 76 Physics – 61%
2015 Mathematic Physics Mathematic Physics Mathematics –
s s 42%
33 35 79 79 Physics – 44%
2014 Mathematic Physics Mathematic Physics Mathematics –
s s 70%
38 42 54 54 Physics – 78%
2013 Mathematic Physics Mathematic Physics Mathematics –
s s 88%
28 30 32 32 Physics – 94%
2012 Mathematic Physics Mathematic Physics Mathematics –
s s 56%
20 33 36 36 Physics – 92%
2011 Mathematic Physics Mathematic Physics Mathematics –
s s 81%
30 33 37 37 Physics – 89%

Mathematics and Principles of Accounts (POA)

Year Number that Passed Number who Sat Percentage Pass
2016 Mathematic POA Mathematic POA Mathematics – 65%
s s POA – 69%
33 35 51 51
2015 Mathematic POA Mathematic POA Mathematics – 64%
s s POA – 68%
36 38 56 56
2014 Mathematic POA Mathematic POA Mathematics – 54%
s s POA – 73%
32 43 59 59
2013 Mathematic POA Mathematic POA Mathematics – 62%
s s POA – 69%
18 20 29 29
2012 Mathematic POA Mathematic POA Mathematics – 39%
 s s POA – 69%
19 34 49 49
2011 Mathematic POA Mathematic POA Mathematics – 41%
s s POA – 69%
33 61 88 88

PRESENTATION OF FINDINGS

Here use the data to draw graphs (bar charts, line graph, stem and leaf and scatter plots).
These are all in insert then chart.
For maths alone plot year against percentage pass.
For maths and physics and maths and accounts plot two different bar charts line graph and
stem and leaf or you can do double ones using different colour for maths and different colour
for physics and accounts.
For the scatter plot, plot maths against physics or maths against accounts.
Another email with an example of a presentation and analysis of data is sent. This is for add
maths so…..

ANALYSIS OF FINDINGS