ADDITIONAL

MATHEMATIC
S PROJECT
WORK FORM
5
YEAR
201
4
NADIAH BINTI ZAIDIL (970530-87-5056)
5 YAKIN
KOLEJ TUN DATU TUANKU HAJI BUJANG
STATISTIC
S
4




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








5





Appreciation

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.










6








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 by
all 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 to
solve 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.

7

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





8





The Word statistics have been derived from Latin word Status or the Italian word
Statista, meaning of these words is Political State or a Government. 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.



9






Aesthetic 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].


10

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 appreciation for 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 appreciation of 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 this language is mathematics." Galileo [Be].


11







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.

12











ADDITIONAL
MATHEMATICS
PROJECT WORK
QUESTION

year
13

2014
question 2





ADDITIONAL MATHEMATICS PROJECT WORK
FORM 5 2014 (QUESTION 2)

Achieving excellent results in Malaysia Certificate of Education Examination is the dream of
all 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.

14

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-quartile
range 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.

15

































ANSWERS
FOR
PROJECT
WORK
16







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 be
numerically 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.


17

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 x
1
, x
2
, ..., x
n
, 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 50th percentile.
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 the third definition of the 50th percentile should be
used.

18

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 often
than 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 lies

above the upper quartile,

. The middle 50% is between the lower and upper

quartile. The interval

is called the interquartile range.

is used for value

of the median.
For grouped data:
First quartile,

)()

= lower boundary of the

class
n = sum of frequencies
F = cumulative frequency just before the

class

= frequency of

class
19

c = size of the

class
Third quartile,

)()
Where

= lower boundary of the

class
n = sum of frequencies
F = cumulative frequency just before the

class

= frequency of the

class
c = 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 often
used. 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 x
n = number of data
For grouped data:
Standard deviation,

( )

Where
20

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 value smallest value
= midpoint of highest class- midpoint of lowest class.
INTERQUARTILE RANGE =

)C
VARIANCE:

=
()

=
()

21

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
22

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 17161
71 - 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 Fx
1 - 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
23

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
F
r
e
q
u
e
n
c
y

Marks
5 Yakin's Additional Mathematics examination
marks

()

)()

= 31.75
24


(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
C
u
m
u
l
a
t
i
v
e

f
r
e
q
u
e
n
c
y

Upper boundary
5 Yakin's Additional Mathematics examination
marks
25
















Part 3:

()

class is the class 21-30 marks.

First quartile,

)()
(

()

)()
1.25

class is the class 51-60 marks.

Third quartile,

)()
(

()

)()

58
26

Inter-quartile range

58 21.75
36.25
(ii) Standard deviation,

( )

()

22.47

An advantage of the standard deviation is that it expresses dispersion in the same units as
the 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 AR1
AR1 -
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

27

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

28

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

29

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

30

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)

31

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

32

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

33

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 Cumulative
frequency

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
34


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
35

(v) Standard deviation,

( )

()

19.73


















Method 2:
36


Mode = 5.5 (based on histogram)

Median = 19.79 (based on ogive)

0
5
10
15
20
25
30
35
40
45
5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5
F
r
e
q
u
e
n
c
y

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
C
u
m
u
l
a
t
i
v
e

f
r
e
q
u
e
n
c
y

Upper boundary
Marks for Additional Mathematics exam of
Kolej Tun Datu Tuanku Haji Bujang's Form 5
students
37

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 Form 5s 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
Yakins mode.
- The median mark of 5 Yakin is 31.75 while the Form 5s median mark is 19.79 which
lower than 5 Yakins median 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.












38

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











39

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 a
few 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.





















40

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 histogram
graph 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.



















41










ATTACHMENTS