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Mathematics School Based Assessment
CENTRE: COUVA EAST SECONDARY
Center Number: 160014
Teacher: Mr. Trevor Pharai
CANDIDATES
Name:
Candidate Number:
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Table of Contents
Title
4
Introduction
5
Method of Data Collection
6
Presentation of Data
7
Analysis
13
Discussion
14
Conclusion
15
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PROJECT TITLE
An investigation of the late arrivals of the students at Couva East Secondary School for a twomonth period.
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INTRODUCTION
On the first day of term one in 2017, the principal announced that there was a large number
of students consistently arriving late to school every day. Our group members then decided that
we would investigate which form level of the school comprises on the majority of latecomers. The
members of the group believes not much is done to curtail this occurrence especially as the students
progress to higher forms and maybe with a study like this, if shared with the Administration of the
school, then it may positive measures being implemented .
Hence, the purpose of this project is to determine if the late arrivals of students who belong
to upper forms significantly outweigh the late arrival times of lower form students in Couva East
Secondary and by extension identify the most delinquent forms and students with respect to late
coming
Specific Objectives
At the end of this school based assessment, pupils will be able to
o Organize primary data collected into tables
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o Present the data tabulated into charts and graphs
o Use Microsoft Office tools to generate charts and graphs
o Analyze the data to make observations, patterns etc
o Draw conclusions from the analysis done
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METHOD OF DATA COLLECTION
The Couva East Secondary School has a population of over 900 students. A student is considered
late when he/she arrives to school after 810 am in the morning after the second bell has been rung.
He/ She is then required to enter his/her name, time of arrival and form level in the Security
Officer’s log book.
The data was taken from this log book of the security officer at the main entrance gate.
Permission was sought from a dean of the school who made the request to the security officer.
The pages from the log book were copied and summarized into tables and charts. In order to
make a general analysis, the entire school population was used for this study ranging from forms
1-6. The raw data collected comprised of different arrival times of students from Monday to
Friday over a period of three months, September 2017- November 2017.
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Presentation of Data
Table 1 :
Frequency Table for Form 1s
Minutes Late
Frequency
1 – 10
30
11 – 20
28
21 – 30
28
31 – 40
11
41 – 50
4
51 – 60
3
>60
4
Table 2: Frequency Table for Form 2s
Minutes Late
Frequency
1 – 10
53
11 – 20
57
21 – 30
32
31 – 40
15
41 – 50
13
51 – 60
9
>60
28
Table 3 : Frequency Table for Form 3s
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Minutes Late
Frequency
1 – 10
111
11 – 20
123
21 – 30
90
31 – 40
65
41 – 50
32
51 – 60
27
>60
41
Table 4 : Frequency Table for Form 4s
Minutes Late
Frequency
1 – 10
112
11 – 20
141
21 – 30
90
31 – 40
32
41 – 50
52
51 – 60
22
>60
55
Table 5 : Frequency Table for Form 5s
Minutes Late
Frequency
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1 – 10
60
11 – 20
62
21 – 30
76
31 – 40
49
41 – 50
24
51 – 60
9
>60
84
Table 6 : Frequency Table for Form 6s
BAR GRAPH 1
Minutes Late
Frequency
1 – 10
36
11 – 20
54
21 – 30
64
31 – 40
28
41 – 50
14
51 – 60
5
>60
34
10 | P a g e
The Number of Students At Each Form Late for a Two
Month Period
160
140
No of Students
120
Form 1
100
Form 2
80
Form 3
60
Form 4
40
Form 5
20
Form 6
0
1 - 10
11 - 20
21 - 30
31 - 40
41 - 50
No of minutes late
51 - 60
> 60
The raw data were further compiled into Upper Forms ( Sum of Forms 4 to 6) and
Lower Forms ( Forms 1 to 3). This would be presented using tables, bar graphs, pie charts, and
a comparative line graph.
Table 7
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The table below shows the total number of students that arrived to school late during the period of
September 2017 - November 2017 divided by forms 1 through 6.
Form
Total number of students (late)
1
108
2
207
3
489
4
504
5
364
6
235
Total
1907
The table below provides information regarding a range of how much minutes late the students
arrived after the second bell was rung at 8:10 to give a clearer picture of whether the students
highly disregarded the expected time of arrival for school.
Table 8
Number of Minutes Late
Form
1-10
1
30
2
53
11-20
21-30
31-40
41-50
51-60
60+
28
28
11
4
3
4
57
32
15
13
9
28
12 | P a g e
3
111
123
90
65
32
27
41
4
112
141
90
32
52
22
55
5
60
62
76
49
24
9
84
6
36
54
64
28
14
5
34
The bar graph below uses the data presented in Table 2 to create a visual representation of the late
arrival times of students from forms 1 through 6. The data was first transformed into percentages
in order to create the graph.
Bar Graph 2: Comparative Bar Graph
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100%
90%
80%
60 Minutes +
70%
51-60 Minutes
60%
41-50 Minutes
50%
31-40 Minutes
40%
21-30 Minutes
30%
11-20 Minutes
20%
1-10 Minutes
10%
0%
Form1
Form2
Form3
Form4
Form5
Form6
The sum of late arrivals for form 1, 2 and 3 was tallied and turned into a percentage to represent a
portion of the total late population of students. This was also done for the upper house by tallying
the late arrival of students from forms 4, 5 and 6 and it was turned into a percentage to represent
the portion of students that arrive late.
Pie Chart 1.
Late Arrivals between Upper Forms and
Lower Forms
Upper House
Lower House
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The following line graph was used to provide a comparative analysis of Lower Forms and Upper
form levels of punctuality. Using the ranges of 1-10, 11-20, 21-30, 31-40, 41-50, 51-60 and 60 +,
the numbers of late arrivals for both lower and upper Forms were tallied. The line graph gives a
clearer depiction of whether Lower Forms or Upper Forms places greater emphasis on punctuality.
Line Graph: Comparative Line Graph
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270
240
210
180
150
120
90
60
30
1-10 minutes
11-20 minutes
Lower House
.
21-30 minutes
Upper House
31-40 minutes
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Analysis of Data
Table 2 clearly shows that forms 3 and 4 shows the greater number of late minutes in all
of the ranges 1-10, 11-20, 21-30, 31-40, 41-50, 51-60 and 60+ minutes. This is also confirmed in
table 1. However, as the form levels are separated into Lower forms and Upper forms, the pie chart
shows a greater number of late minutes for Upper forms (4-6) than lower forms (1-3). This is also
shown in the comparative line graph where Upper Forms clearly outweigh the lower forms in late
attendance
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Discussion
The main objective of this SBA was to determine if the late arrivals of students who belong
to upper forms significantly outweigh the late arrival times of lower form students. From the data
collected and analyzed, it clearly shows that this is true. It can be seen that the form 1’s have the
lowest late attendance and this can be attributed to the fact that as the form 1’s enter a new
environment, they are more careful to being late and ensure that they reach to school on time.
This number of students arriving late increases up to the form 4 level and then drops at the
form 5 level. Possibly, as the students move from form 4 to form 5 they become increasingly aware
of the Examinations approaching and they become more sensitive to submitting SBA’s and
laboratory reports in the deadlines set. As a result, they make a better effort to be on time more
regularly as compared to the form 3 and form 4 levels.
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CONCLUSION
The objective of this project is to determine if the late arrivals of students who belong to
upper forms significantly outweigh the late arrival times of lower form students in Couva East
Secondary and by extension identify the most delinquent forms and students with respect to late
coming. The results clearly shows that the form 1’s have the lowest late attendance This number
of students arriving late increases up to the form 4 level and then drops at the form 5 level. So, the
answer is yes, the upper forms outweigh the lower forms in late attendance