ADDITIONAL

MATHEMATI
CS PROJECT
WORK FORM
5

YEAR

NADIAH BINTI ZAIDIL (970530-87-5056)

5 YAKIN
KOLEJ TUN DATU TUANKU HAJI BUJANG

STATISTI
CS

Table of Contents
Introduction 1
Project Work Question

Part 1 4
Part 2 4
Part 3 4
Part 4 4

Conclusion 4
Reflection 4

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.

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.
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

STATISTIC
S

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.

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].
9

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.

10

"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].

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.
11

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.

ADDITIONAL
MATHEMATIC
S
12

PROJECT
WORK
QUESTION
year

201
4
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.
13

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.
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
14

(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

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

16

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.

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

a set of data: mode, median and mean. The three common
measures of dispersion are range, interquartile range and standard
deviation.

Mean (Arithmetic)

The mean (or average) is the most popular and well known measure
of central tendency. It can be used with both discrete and
continuous data, although its use is most often with continuous
data. The mean is equal to the sum of all the values in the data set
divided by the number of values in the data set. So, if we have n
values in a data set and they have values x1, x2, ..., xn, the sample
mean, usually denoted by
(pronounced x bar), is:

17

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.

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

18

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 threequarters 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,
lies above lies above the upper quartile,

Q3

Q1

and another 25%

. The middle 50% is

between the lower and upper quartile. The interval

Q2

called the interquartile range.

1
N F
4
(c)
Q1=LQ +
fQ
1

( )
1

LQ

Q1

= lower boundary of the

class

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

= frequency of

c = size of the

Q1

Q1

class

class

19

is

is used for value of the median.

For grouped data:

First quartile,

Q3Q1

Q1

class

Third quartile,

3
N F
4
Q 3=LQ +
( c)
fQ
3

( )
3

Where
LQ

= lower boundary of the

Q3

class

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

= frequency of the

c = size of the

Q3

class

Q3 class

class

Interquartile range

Q3

Q3Q1

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,

x
2
n
=

Where

20

 x2

= sum of squares of x

n = number of data
For grouped data:

Standard deviation,

f x 2
f
=

Where
f = frequency
x = class midpoint
x = mean =

fx
f

Variance
The variance is defined as the square of the standard variation, i.e.,
the mean of the squared deviations from mean:

Variance ,

x 2
n
=

LIST OF FORMULA
MEAN:

x =

x
N

21

x =

MODE:

fx
f

X=

fx
f

1
NF
2
MEDIAN: m = L+
(c )
fm

( )

RANGE: = largest value smallest value

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

Q3Q1

1
NF 1
4
Q1=L1 +
C
fQ

VARIANCE:

1
NF 3
4
Q3=L3 +
fQ

x 2 x 2

2=

STANDARD DEVIATION:

N
2

f ( xx )
=
f

(X x)2

fX 2 x 2

(Xx )2
N

f ( xx)
=
f

22

x 2 X 2
N

X
2
f

Part 2:
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
1.

NAME
ALDRIN GARY ANAK SAT
ASCANCER ANIESTHONE
AZRIQ BIN AIRUL FAIZILI
BRENDA SANTIAGO ANAK PARIS
CELESTER MARX AK LINGGI
CHRISTAL ALESSA BINTI JEPHARI
DAYANG NURFARAHIN BINTI ABANG USOP
DOMION DING TOM
ELEANNA SIMBA AK DRIVER
ELSA RABECCA AK MICHEAL GARAI
ESTHER SULING EDMOND
FRANCISCA UNYANG AK SEMPUN
HAIROOND ZURIANI BINTI JAYA
HURIEAH BINTI MAZENI
JACQUELYN MUJAN JOK
KONG SOON KIET
MOHD DZHARIF BIN TAHAMAT
MUHAMMAD AFIQ BIN ANUAR
MUHAMMAD NUR HAMIZAN BIN JALI
NADIAH BINTI ZAIDIL
NICHOLAS AK RAYANG
NIVEANE ALBANIA LINUS
NOOR DEARIE EVA AK DENIS
NUR'RUL SYUHADA BT APENI
PATRICIA AK CHIBIK
PRISCILLIA DURRUE ANAK DASAN
RAWING ANAK JONATHAN
SAMSON SAEK ANAK SIKUA
SHARIFAH SHAZZA LINA BT WAN TAHA
SITI NUR ASHIQIN BINTI MOHAMAD SOFIAN
SYED MUHAMAD SYAZWAN
WAYNE MUTANG

23

MARKS, x
22
21
70
66
24
34
90
58
65
19
29
18
8
26
34
87
61
10
44
49
14
27
12
33
22
22
57
53
31
53
73
17

2.
Marks
1 - 10
11 - 20
21 - 30
31 - 40
41 - 50
51 - 60
61 - 70
71 - 80
81 - 90
Marks
1 - 10
11 - 20
21 - 30
31 - 40
41 - 50
51 - 60
61 - 70
71 - 80
81 - 90

Frequenc Midpoint
Fx
y, f
,x
2
5.5
11
5
15.5
77.5
8
25.5
204
4
35.5
142
2
45.5
91
4
55.5
222
4
65.5
262
1
75.5
75.5
2
85.5
171
f = 32
fx = 1256
Frequenc Midpoint
x
y, f
,x
2
5.5
30.25
5
15.5
240.25
8
25.5
650.25
4
35.5
1260.25
2
45.5
2070.25
4
55.5
3080.25
4
65.5
4290.25
1
75.5
5700.25
2
85.5
7310.25
f = 32
fx =

Method 1:
(a)

(i) Mean,
x =

x =

fx
f

1256
32

39.25

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

24

fx
60.5
1201.25
5202
5041
4140.5
12321
17161
5700.25
14620.5
65448

(iii) Median

1
NF
2
Lm +
(c )
fm

( )
( )

1
( 32 )7
2
20.5+
( 10 )
8
= 31.75
Method 2:

5 Yakin's Additional Mathematics examination marks

9
8
7
6
5
Frequency

4
3
2
1
0

5.5

15.5

25.5

35.5

45.5
Marks

(ii) Mode = 25.5 (based on histogram)

25

55.5

65.5

75.5

85.5

5 Yakin's Additional Mathematics examination marks

35
30
25
20
Cumulative frequency

15
10
5
0
10.5

20.5

30.5

40.5

50.5

60.5

70.5

80.5

Upper boundary

(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.

26

90.5

Part 3:
(i)Q1

class is the class 21-30 marks.

First quartile,

1
N F
4
(c)
Q1=LQ +
fQ

( )

1
(32)7
4
20.5+
( 10 )
8

20.5+

1.25

21.75
Q3

class is the class 51-60 marks.

Third quartile,

3
N F
4
Q3=LQ +
( c)
fQ
3

( )
3

27

3
( 32 )21
4
50.5+
( 10 )
4

50.5+7.5

58

Inter-quartile range

58

36.25

Q3Q1

21.75

(ii) Standard deviation,

f x 2
f
=

39.25

65448

32

504.69
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)

28

N
o.

Name

1 AMIR HAMZAH BIN ABDUL HADY

2 AMIRUL HASYIM BIN HAMZAH
3 ANGELINE BINTI HARRY

TOV

AR1

AR1 TOV

1.00

16.5
4.5

33
13

%
14.29

16.50

100.0
0

8.50

188.8
9

9.5

(2.50)

(26.32
)

5 BEATRICE SATAH ANAK NYALONG

3.00

60.00

6 BIBIANA PAYA LAH

2.00

33.33

7 BUNGAN LIMAN

1.00

16.67

4 ANSELM FELIX BIN ASMI

8 CAROLINE ANAK NANDIE

9 DEBORAH HONG
10 DESMOND SAM

11.5

27

15.50

0.00

0.00

(7.00)

(38.89
)
137.5
0

18

11 IMANUEL FELIX ANAK MATAN

12 KENNYDY KYREW PATRICK
13 KALUDIA USUN SENEN
14 LOOSER DATU

134.7
8

11

19

11.00

12

17

5.00

41.67

(1.00)

(25.00
)

5.5

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

1.00

12.50

17 MOHAMMAD NAZRIN BIN RAZALI

10.5

(10.50)

(100.0
0)

19 NIKE ARDILLA AK NABAU

5.5

(0.50)

(9.09)

20 NORLIZA BT ABDULLAH

8.5

11

2.50

29.41

18 MOHD RIZWAN BIN ABDULLAH

29

21 NURNABILLAH SHAHIRA BINTI JAFRI

22 OSWIN CALRDREEN CHUNDI
23 RIZWANIE BT MAT

(2.50)

(16.13
)

3.00

75.00

23

3.50

17.95

15.5

13

4
19.5

180.0
0

24 RONALDO ADAM

2.5

4.50

25 SITI KHAIRUNISSA AIMAN BINTI MOHD

5.5

2.50

45.45

13

16

3.00

23.08

7.5

(0.50)

(6.67)

3.00

50.00

6.5

12

5.50

84.62

17

22

5.00

29.41

26 SITI NUR HAFIQAH BINTI ABDULLAH

27 SUE YANNIE BT YAHYA
28 SYILLVIANA YII CHING MEI
29 VERNON ANAK SAWING
30 WESLY ANAK LAGANG
31 ZULFADHILA BINTI ALUWI

132.2
6

15.5

36

20.50

32 ABDUL RAHMAN BIN ZAKARIA

50

73

23.00

46.00

33 ADELINE ANAK ANTHONY

17

17

0.00

0.00

17

8.00

88.89

8.5

10

1.50

17.65

1.00

16.67

7.5

(0.50)

(6.67)

36.5

40

3.50

9.59

8.5

11

2.50

29.41

15

15

0.00

0.00

(9.50)

(17.12
)

34 AFIQAH HAMID
35 ANATASIA ARINE ANAK DAN
36 ASYRAF ARUSYDI BIN AFFENDY
37 CLAUDYA JANE JOHN
38 CYNTHIA JANE ANAK SELIMAN
39 DIANA SAGING
40 FARIZAN HAMIMIBINTI JEFFREY
41 GIBSON WAN LAING
42 IMMA SUPANG ROBERT
43 ISMANDI B YUSOF
44 JASMINE BULAN RADIN
45 JOSHUA YEW CHUN KEONG

30

55.5

46

2.00

33.33

40.5

64

23.50

58.02

26

44

18.00

69.23

48.5

45

(3.50)

(7.22)

46 KELVIN ANAK KENDAWANG

5.5

47 LOZZIETA LINOM

25

48 LYDIA PAYA ANDRIAS

49 MARILYN COURTNEY TAN
50 MOHD FIRDAUS AZIZI BIN ZAMAHRI
51 MUAZ RAZIQ BIN BAHARUDIN
52 MUHAMMAD NABIL NAJWAN
53 NUR AFIFAH BINTI JINAL
54 NUR QHARNISHA BINTI ABU BAKAR
55 NUR RABIA BINTI MOHD OTHMAN
56 NURHIDAYATI BT IRAWAN
57 OLICKSON JACK

3.50

63.64

23

(2.00)

(8.00)

44

47

3.00

6.82

38

57

19.00

50.00

34.5

32

(2.50)

(7.25)

10

17

7.00

70.00

3.5

3.50

100.0
0

0.00

0.00

22

21

(1.00)

(4.55)
100.0
0

6.5

13

6.50

11.5

19

7.50

65.22

(2.00)

(20.00
)

10

11

4.00

57.14

59 RAMSEY KNAOEN ANAK JELIAN

11

17

6.00

54.55

60 REREINA DAVID

51

50

(1.00)

(1.96)

9.00

300.0
0
209.0
9

58 OLIVYA KUMBAU ANAK STETUPA

61 SEBASTIAN ANYIE DING

62 SITHY MITCHELLE
63 SITI NURHAFIZAH BINTI HAMSANI
64 SYAHMI AFHAM BIN KAMAL BAHROM
65 VIRONIECCA RAINE
66 ABANG AZLYN HASLAN BIN ABANG ALI
67 ADIB BIN ZAKARIA
68 ALYA SYAKIRAH BINTI BOHARI

31

12

5.5

17

11.50

0.00

0.00
120.6
9

14.5

32

17.50

15

19

4.00

26.67

36.5

43

6.50

17.81

28

38

10.00

35.71

(11.50)

(20.72
)

55.5

44

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)

(10.50)

(39.62
)

75 CLARA EDAH NORMAN

26.5

16

76 CLARENCE LAING LIPA

49.5

52

2.50

5.05

28

33

5.00

17.86

77 DAVPENE ANAK JARRAW

78 DOROTHY AK MARTIN ATOK

79

69

(10.00)

(12.66
)

29.5

22

(7.50)

(25.42
)

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

40

41

1.00

2.50

(6.00)

(13.95
)
117.2
4

79 ESTHER BENEDATT EPOI

80 GABRIEL BRADLEY

85 IRSYADUDDIN LUZMAN BIN IKHWAN

86 JARETH ANAK JACK

43

37

87 JOEL LESLIE ANYIE

29

63

34.00

88 MICHELLE ANASTASIA

66

70

4.00

6.06

MOHAMMAD RUZAINI BIN MUHD

89 MUHAIMIN

34.5

48

13.50

39.13

90 MOHAMAD TARMIZIE B HASSIM

38.5

57

18.50

48.05

56

77

21.00

37.50

MUHAMMAD AFIQ DANIAL BIN ABDUL

91 RANI

32

92 NEVILLE MAJOS ANAK ROWIN

59

69

10.00

16.95

93 NUR AFIQAH BTE JOHARI

30

44

14.00

46.67

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

45

50

5.00

11.11

39.5

45

5.50

13.92

21

31

10.00

47.62

94 NUR FAIRUZ BINTI MOHD NOH

99 SUFIANA BINTI SUBTU

10
0 VALENTINA TIONG
10
1 ABDUL HAFIZ
10
2 AHMAD ZAIM BIN BOLHI

16

14

(2.00)

(12.50
)

10
3 ALYA AFIQAH BINTI ALIAS

68

72

4.00

5.88

10
4 AWANG AZHAD BIN AWANG AMIRUDIN
10
5 BILLY ENJAU MICHEAL DING
10
6 CORNELIUS HAVIT

49.5

43

(6.50)

(13.13
)

61

58

(3.00)

(4.92)

20.00

200.0
0

(13.00)

(37.14
)

10

10
7 ESTHER SALLIE REGGIE
10
8 FABRON CALVIN ANAK JULIAN

30

35

22

28.5

36

7.50

26.32

10
9 FARAH WAHIDAH BINTI HAMZAH

16

12

(4.00)

(25.00
)

11
0 JANICE AK LIMIN

29

33

4.00

13.79

20.5

25

4.50

21.95

11
1 JEREMY MUSA

33

11
2 JOANNE UBONG NGAU

33.5

30

(3.50)

(10.45
)

8.5

13

4.50

52.94

11
4 LUQMAN HAKIM BIN MOHD JUNAIDA

39.5

46

6.50

16.46

11
5 MARHSAL GREYNER AK DAVID BUAN

43.5

43

(0.50)

(1.15)

11
6 MOHD ARMIRUL LUQMAN

57

52

(5.00)

(8.77)

11
7 MOHD KHAIRUL FAHMI BIN MUHAMAD

28

29

1.00

3.57

11
8 MUHAMMAD ASLAM BIN ASMAN

13

14

1.00

7.69

11
9 MUHAMMAD HAZIZI BIN YUSOP

55

57

2.00

3.64

0.00

0.00

12 NUR NABIHAH ALWANI BINTI ABDUL

1 RAHMAN

38.5

38

(0.50)

(1.30)

12
2 PRESCILLA ANAK NICHOLAS UBONG

20.5

23

2.50

12.20

12
3 RENE BROOKE FREDRICK

18.5

29

10.50

56.76

12
4 SHAHIRUL AQMAL BIN SHAHEEDAN

39.5

56

16.50

41.77

11
3 LARRY MORRISON AK GUP

12
0 MULIYATI BINTI AMIN

12
5 SHEENA JANE NADARAJ

19

16

(3.00)

(15.79
)

12
6 SHERLYNA SHENDON MARTIN

54

54

0.00

0.00

12
7 UMMI SYAFFA BINTI HUSAINI

24

23

(1.00)

(4.17)

12.00

120.0
0

12
8 UMMI UZMA BINTI HAJI SAJI
34

10

22

12
9 WEILLY LANGIE ANAK MINGGAT

11.5

14

2.50

21.74

34

36

2.00

5.88

13
1 ALDRIN GARY ANAK SAT

17.5

22

4.50

25.71

13
2 ASCANCER ANIESTHONE

19

21

2.00

10.53

13
3 AZRIQ BIN AIRUL FAIZILI

61.5

70

8.50

13.82

13
4 BRENDA SANTIAGO ANAK PARIS

58.5

66

7.50

12.82

13
5 CELESTER MARX AK LINGGI

22.5

24

1.50

6.67

13
6 CHRISTAL ALESSA BINTI JEPHARI

23.5

34

10.50

44.68

13 DAYANG NURFARAHIN BINTI ABANG

7 USOP

78

90

12.00

15.38

13
8 DOMION DING TOM

64

58

(6.00)

(9.38)

(12.00)

(15.58
)

13
0 YASMEEN SURAYA BINTI MOHD ROSLI

13
9 ELEANNA SIMBA AK DRIVER

77

65

14
0 ELSA RABECCA AK MICHEAL GARAI

14

19

5.00

35.71

14
1 ESTHER SULING EDMOND

24

29

5.00

20.83

14
2 FRANCISCA UNYANG AK SEMPUN

23

18

(5.00)

(21.74
)

8.5

(0.50)

(5.88)

14
4 HURIEAH BINTI MAZENI

20.5

26

5.50

26.83

14
5 JACQUELYN MUJAN JOK

37.5

34

(3.50)

(9.33)

14
3 HAIROOND ZURIANI BINTI JAYA

35

14
6 KONG SOON KIET

69.5

87

17.50

25.18

14
7 MOHD DZHARIF BIN TAHAMAT

56

61

5.00

8.93

14
8 MUHAMMAD AFIQ BIN ANUAR

7.5

10

2.50

33.33

14
9 MUHAMMAD NUR HAMIZAN BIN JALI

32.5

44

11.50

35.38

15
0 NADIAH BINTI ZAIDIL

32.5

49

16.50

50.77

15
1 NICHOLAS AK RAYANG

12.5

14

1.50

12.00

15
2 NIVEANE ALBANIA LINUS

260.0
0

7.5

27

19.50

12

4.00

50.00

15
4 NUR'RUL SYUHADA BT APENI

35.5

33

(2.50)

(7.04)

15
5 PATRICIA AK CHIBIK

21.5

22

0.50

2.33

15
6 PRISCILLIA DURRUE ANAK DASAN

14.5

22

7.50

51.72

15
7 RAWING ANAK JONATHAN

56.5

57

0.50

0.88

34

53

19.00

55.88

15
9 SHARIFAH SHAZZA LINA BT WAN TAHA

30.5

31

0.50

1.64

16 SITI NUR ASHIQIN BINTI MOHAMAD

0 SOFIAN

52.5

53

0.50

0.95

16
1 SYED MUHAMAD SYAZWAN

62.5

73

10.50

16.80

16
2 WAYNE MUTANG

12.5

17

4.50

36.00

15
3 NOOR DEARIE EVA AK DENIS

15
8 SAMSON SAEK ANAK SIKUA

36

b)
Class
Interv
al

fx

f x2

x2

42

Cumulati
ve
frequenc
y
42

231

1270.5

30.25

15.5
25.5

30
24

72
96

465
612

7207.5
15606

250.25
650.35

31-40
41-50
51-60

35.5
45.5
55.5

28
10
16

124
134
150

994
455
888

35287
20702.5
49284

1260.25
2070.25
3080.25

61-70
71-80

65.5
75.5

8
4
f =162

158
162

Midpoi
nt, x

Frequency
,f

1-10

5.5

11-20
21-30

524
302
fx= 4
471

Method 1:
i) Mean,

x =

fx
f

4471
162
27.6
37

34322
22801
2
f x =1864
80.5

4290.25
5700.25

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

(iii) Median

1
NF
2
(c )
Lm +
fm

( )
( )

1
( 162 )0
= 0.5+ 2
(10 )
42
= 0.5 + 19.29
= 19.79

(iv)

1
N F
4
(c )
Q1=LQ +
fQ

First quartile,

( )
1

1
(162)0
4
0.5+
( 10 )
42

Third quartile,

10.143

3
N F
4
Q 3=LQ +
( c)
fQ
3

( )
3

3
( 162 )96
4
30.5+
(10 )
28

39.607
Inter-quartile range

39.607-10.143

29.464

Q3Q1

38

(v) Standard deviation,

f
x2

=
27.6

186480.5

162

19.73

Method 2:

39

Marks for Additional Mathematics exam of Kolej Tun Datu Tuanku Haji Bujang's Form 5 students
45
40
35
30
25
Frequency 20
15
10
5
0
5.5

15.5 25.5 35.5 45.5 55.5 65.5 75.5

Marks

Mode = 5.5 (based on histogram)

Marks for Additional Mathematics exam of Kolej Tun Datu Tuanku Haji Bujang's Form 5 students
180
160
140
120
100
Cumulative frequency 80
60
40
20
0
10.5 20.5 30.5 40.5 50.5 60.5 70.5 80.5
Upper boundary

Median = 19.79 (based on ogive)

40

COMPARISON OF THE DATA ANALYSIS FOR THE FIRST TEST WITH

THE SCORES IN TAKE OFF VALUE (TOV) OF THE FORM 5 STUDENTS
Aspect
Form 5

Mean

Mode

Median

Standard

39.35

25.5

31.75

deviation
22.47

27.6

5.5

19.79

19.73

Yakin
students
Form 5
students
-

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.

FURTHER EXPLORATION
41

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

Conclusion

42

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.

43

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.

44

ATTACHMENTS

45