CARIBBEAN EXAMINATION COUNCIL (CXC)

CARIBBEAN SECONDARY EDUCATION CERTIFICATE (CSEC)

SCHOOL – BASED ASSESSMENT (SBA)
MATHEMATICS

 Name of candidates:
 Meron Emalda Sampson
 Nathaniel Ramsingh
 Hema Khan
 Putrina Sullivon
 Unietia Narine
 Videsh Karim

CENTRE NUMBER: 090018

CANDIDATE NUMBER:
SUBJECT: MATHEMATICS
TEACHER: MISS NADIA
TERRITORY: REPUBLIC GUYANA
YEAR:2023

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 Acknowledgement
We would like to praise and thank the Almighty God for giving us the strength we needed to be
able to complete this project. It’s because of His grace we finally managed to complete this
project. This project would not have been completed without the effort and co-operation from
our group members; Meron Sampson , Nathaniel Ramsingh, Putrina Sullivan, Unitea Narine and
Hema Khan. We had worked together as one mind to produce a good project. We would also like
to acknowledge with thanks to our subject teacher because without her guidance our project
could not have been completed. She always gives us support and guidance on how to do our
project in order to produce a good outcome. She inspired us greatly to keep working on this
project.

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 CONTENT PAGE
TABLE OF CONTENT PAGE NO.

Project Title…………………………………………………………………………………….….4
Introduction5
Method of Data Collection……………………………………………………………………...…6
Presentation of Data.................................................................................................................7 – 10
Analysis of Data………………………………………………………………………………….11
Discuss of findings……………………………………………………………………………….12
Conclusion……………………………………………………………………………………….13
Appendix……………………………………………………………………………………14 – 15

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 PROJECT TITLE
Comparing shoe sizes of Grade 11 Students to see if boys wear larger shoe sizes than girls at
Corentyne Comprehensive High School.

4
 Introduction

One day when my classmates and I were talking and somehow stumbled upon the topic of shoe
size. We had a debate between which gender wore a large shoe size. Some of the girls said that
girls wear large shoe size whereas some boys said that boys wear large shoe size. This debate
occurred during the time of Mathematics SBA and the members of group were looking for an
interesting topic to research on. So, we decided to take the topic on the debate and turn it into an
experiment for our mathematics SBA. A discussion was held by my group members and I in
which we all agreed that we were going to conduct an experiment to see weather Grade 11 boys
wear a larger shoe size than the girls that attended Corentyne Comprehensive High School.
So the members of my group and I started to conduct the experiment. We went around the entire
level of grade 11 with paper and pencil to gather relevant information to be able to conduct the
experiment, the students were asked to write down their shoe size on the paper. The information
gathered was tabulated and tallied in a table, the data also presented two pie chart and
comparative bar graph. The data was presented using two pie charts which each showed shoe
size for girls and boys. The data was analyzed using calculation’s.
After analyzing the pie chart for the boys we found that the most occurring shoe size was 10,
28% of boys wore this shoe size and the least occurring being 7, 2% of boys wore this shoe size.
After analyzing the pie chart for boys we found that the most occurring shoe size was12.23% of
boys wore a shoe size 12 and the least occurring being 7 4% of girls wore shoe size 7
After analyzing the data from the comparative bar graph we noticed that 2% of boys in grade 11
had a shoe size of 7 compared to the 4% of girls that had a shoe size of 7. The number of girls
that had a shoe size 7 was 2% greater than the number of boys.12% of girls had a shoe of 8
whereas o% of boys had a shoes size of 8. The number of girls that had a shoe size of 8 was 12%
greater than the percentage boys .21% of girls had shoe size 9 and 15% of boys had a shoe size
of 9. The number of girls that had shoe size 9 was 6%higher than the number of boys .35% of
girls had a shoe size of 10 whereas 29% of boys had a shoe size of 9. The number of girls that
had a shoe size 10 was 6% greater than the boys that had shoe size 10.

The members of my group used the data to highlight the important observations and record them,
then we came to a conclusion based on the comparison we made.

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Method of Data Collection
The table below illustrates how information was tabulated.

Shoe Size Girls Boys

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7
Presentation of Data
Table 1 showing the shoes size of Grade 11 girls

Girls

Shoe Size Tally Frequency (f)

7 II  2

I
8  6

9 I 11

10 IIII 18
II
11 12

12 III  3

∑ f = 52

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Table 2: Showing the shoes size of Grade 11 Boys

Boys

Shoe Size Tally Frequency (f)

7 I  1

II
9  7

8 0

10  15

11 16

III
12  13

∑f=52

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Pie Chart Showing Shoe Size And
Percentage Of Boys

2%
25%
0%

31% 15%
28%

7 8 9 10 11 12

Pie Chart Showing Shoe Size And

Percentage Of Girls

6% 4%

12%

34%
22%
35%

7 8 9 10 11 12

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 Shoe size of grade 11 Boys compared to
grade 11 Girls shoes size
Boys Girls

23
21

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Number of students

16

12 12
11

6 6
4
3
2

7 8 9 10 11 12

Shoe Size

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Analysis of Data

After the researchers gathered relevant information, there were several analyses made. There
were 200 students on roll; however, after the survey there 138 students accounted for at that
time, which was 69% of the Grade 10 population. The other 62 students which was 31% of the
Grade 10 population that were accounted for may be for several reasons: (i) some were absent on
the day of the survey, (ii) some did return to school because of financial constrains in their
family, or (iii) some felt that they were too big (old) to return to school, since they may have to
repeat that year to compensate of the learning loss.
Out of the 138 students accounted for: 32 students used the mode of transportation of Private
Car/Bus to come to school before the pandemic which was 23.2%, while 54 students used this
same mode of transportation to come to school amidst the pandemic which was 39.1%. 13
students used the mode of transportation of Bicycle to come to school before and amidst the
pandemic which was 9.4%. 11 students used the mode of transportation of Motor Cycle to come
to school before and amidst the pandemic which was 8%. 29 students used the mode of
transportation of Walking to come to school before and amidst the pandemic which was 21%. 53
students used the mode of transportation of Public/Hire Car to come to school before the
pandemic which was 38.4%, while 31 students used this same mode of transportation to come to
school amidst the pandemic which was 22.5%.

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 DISCUSSION OF FINDINGS
From the collected, tabulated data and analyses, there were findings that needed to be
highlighted.
Students who used Private car/Bus had a significant increase amidst the pandemic. 22 students
used this mode of transportation more than before, which was an increase by 15.9%. The
researchers assumed that the main reason for this increase was that parents wanted to ensure the
safety of their children whiles pursuing their educational goals. Hence, they used this mode of
transportation more amidst the pandemic.
Students who used Public transportation had a significant decrease amidst the pandemic. 22
students used this mode of transportation less than before, which was a decrease by 15.9%. The
researchers observed that the percent decreased in Public transportation was the same increased
in Private Car/Bus. However, the researchers assumed that the 31 students who used this mode
of transportation amidst the pandemic may have had financial difficulties and could not have
afforded Private Car/Bus to come to school.
The other students who used Bicycle, Motor Cycle and Walk as their mode of transportation
continued to use this same mode amidst the pandemic. The researchers assumed that these
students considered this mode was as the best and safest way to come to school to pursue their
educational goals.

Several comparisons can be made according to the information gathered from the research.
There were 119 students present at the days of data collection, 67 girls and 52 boys. Since my
group members and I were doing a comparison between shoe size we decided to use the first 52
girls and the 52 boys shoe sizes to conduct our comparisons.

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The information showed that 2% of grade 11 boys wear shoe size 7 compared 4% for the girls.
The data also showed that 0% of Grade 11 boys wear shoe size 8 whereas the 12% girls wear
shoe size 8. 14% of boys and 22% of girls wore size 9. 29% boys and 35% of girls wore shoe
size10. 31% of boys and 24% of girls wore size 11. 25% of boys and 6% of girls wore shoe size
12.

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Discussing Of Findings
From the collected data there were findings that needed to be highlighted.
2% of boys in grade 11 had a shoe size of 7 compared to the 4% of girls that had a shoe size of 7.
The number of girls that had a shoe size 7 was 2% greater than the number of boys.12% of girls
had a shoe of 8 whereas o% of boys had a shoes size of 8. The number of girls that had a shoe
size of 8 was 12% greater than the percentage boys .21% of girls had shoe size 9 and 15% of
boys had a shoe size of 9. The number of girls that had shoe size 9 was 6%higher than the
number of boys .35% of girls had a shoe size of 10 whereas 29% of boys had a shoe size of 9.
The number of girls that had a shoe size 10 was 6% greater than the boys that had shoe size 10.
28% of boys had a shoe size of 11 where as 23% percentage of girls had a shoe size of 10. The
number of boys that had a shoe size 11 was 5% greater than the number of girls. 25% of boys
had a shoe size of 11 whereas 6% of girls had a shoe size of 11. The number of boys that had
shoe size 11 was 19% greater than the number of girls
The highest difference was 19% seen between boy and girls with shoe size 11
The second highest difference was 12% seen between boy and girls with shoe size 8
The lowest difference was 2% seen between boy and girls with shoe size7
The second lowest was 6% seen between boy and girls with shoe size10

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 Conclusion
It was concluded that boys were a larger shoe size than girls.The highest difference 19% was
seen between boy and girls with shoe size 11.The second highest difference 12% was seen
between boy and girls with shoe size 8.The lowest difference 2% was seen between boy and
girls with shoe size7,and the second lowest 6% was seen between boy and girls with shoe size10

Appendix

Raw data collection for girls:

8,10,11,9,10,12,12,10,10,9,10,10,11,12,9,8,10,7,7,10,10,10,10,10,9,11,11,11,10,11,11,10,11,9,9,
9,8,8,10,9,8,11,11,11,6,10,9,9,8,10,9,10,11,
16
Raw data collection for boys:
10,11,12,12,11,10,10,12,10,9,10,9,10,12,12,11,10,11,11,10,11,10,7,12,9,12,12,11,10,9,9,10,11,1
0,12,9,11,12,11,12,11,12,10,9,12,11,11,10,10,11,11,11

Calculating sector angle of shoe size for Girls:

2
Shoe size 7: ×360 °=14 °
52
6
Shoe size 8: ×360 °=42°
52
11
Shoe size 9: ×360 °=76 °
52
18
Shoe size 10: ×360 °=125 °
52
12
Shoe size 11: ×360 °=83 °
52
3
Shoe size 12: ×360 °=21 °
52

=255
Calculating sector angle of shoe size for Boys:
1
Shoe size 7: ×360 °=7 °
52
7
Shoe size 9: ×360 °=49°
52
15
Shoe size 10: ×360 °=104 °
52
16
Shoe size 11: ×360 ° =111°
52
13
Shoe size 12: ×360 °=90°
52
=271

Calculating Percentages of shoe size for Girls:

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 2
Shoe size 7: ×100 %=4 %
52
6
Shoe size 8: ×100 %=12 %
52
11
Shoe size 9: ×100 %=22 %
52
18
Shoe size 10: ×100 %=35 %
52
12
Shoe size 11: ×100 %=24 %
52
3
Shoe size 12: ×100 %=6 %
52
=103
Calculating Percentages of shoe size for Boys:
1
Shoe size 7: ×100 %=2 %
52
7
Shoe size 9: ×100 %=14 %
52
15
Shoe size 10: ×100 %=29 %
52
16
Shoe size 11: ×100 %=31 %
52
13
Shoe size 12: ×100 %=25 %
52

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