CXC
ADDITIONAL MATHEMATICS
School-Based Assessment
Subject: Additional Mathematics
Proficiency: General Proficiency
Title of Project: How Does Participation in the Performing Arts Affect Student Performance in a
Traditional High School?
Candidates’ Names and Registration Number: Aaron Bird 1000390222
Raine Cooper 1000390591
Rosheese Mckoy 1000391652
Tyeka Osbourne 1000391954
Kaysa Shaw 1000392241
Centre Name: Glenmuir High School
Territory: Jamaica
Year of Examination: 2025
Teacher: Mr. Marvin King
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TABLE OF CONTENTS
ACKNOWLEDGEMENT..........................................................................................................................................
TITLE OF PROJECT.................................................................................................................................................
PURPOSE OF THE PROJECT..................................................................................................................................
METHOD OF DATA COLLECTION.......................................................................................................................
PRESENTATION OF DATA....................................................................................................................................
MATHEMATICAL KNOWLEDGE & ANALYSIS OF DATA..............................................................................
DISCUSSION OF FINDINGS...................................................................................................................................
CONCLUSION..........................................................................................................................................................
APPENDIX................................................................................................................................................................
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ACKNOWLEDGEMENT
First and foremost, we would like to express our heartfelt gratitude to God Almighty for
granting us the strength, wisdom, and perseverance to complete this assignment successfully,
guidance and blessings have been our source of inspiration throughout this journey. We extend
our sincere appreciation to our parents, whose unwavering support, encouragement, and love
have been invaluable. Their guidance and belief in our abilities have always motivated us to
strive for excellence. A special thank you to our teacher. His patience, guidance, and valuable
feedback have greatly contributed to the success of this research. We are also deeply grateful to
our fellow students who took the time to participate in the questionnaire. Their cooperation and
honest responses provided valuable insights that helped make this research more meaningful and
comprehensive.
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TITLE OF PROJECT
Using statistical knowledge to determine how participating in the performing arts affects
students' academic performance in a traditional high school.
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PURPOSE OF THE PROJECT
The purpose of this project is to investigate the relationship between participation in
performing arts and students' academic performance, specifically in English and Mathematics.
The study aims to determine whether students involved in choir, dance, or speech and drama
perform better academically than their peers who do not participate in these activities. The
project will include collecting data through a questionnaire distributed to 100 students focusing
on their weekly hours spent on activities and their most recent English and Mathematics grades.
The findings will help analyze whether time management or free time significantly impacts
academic performance.
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METHOD OF DATA COLLECTION
We collected data using a Google Forms questionnaire, which was distributed through
various WhatsApp groups. This method allowed us to efficiently reach a broad audience while
ensuring ease of access and participation. Below are the steps we took in our data collection
process:
• Created a structured questionnaire using Google Forms to ensure clarity and
relevance to our research objectives.
• Shared the Google Form link in multiple WhatsApp groups we were a part of.
• Encouraged participants to reshare the form to extend our reach beyond our
immediate contacts.
• Monitored the number of responses in real time through Google Forms’
automated tracking system.
• Closed the form after receiving 100 responses to ensure a manageable dataset for
analysis.
We specifically chose Google Forms for several reasons. Firstly, it is a cost-effective and
user-friendly platform, making it accessible for respondents using mobile devices or computers.
Secondly, Google Forms automatically compiles responses into a spreadsheet, reducing human
error and making the analysis process more efficient. Additionally, using WhatsApp as a
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distribution platform ensured quick and widespread dissemination, allowing us to engage a
diverse pool of participants within a short timeframe.
By capping our responses at 100, we ensured that our dataset remained well-structured
and manageable while still providing sufficient data for meaningful conclusions. This approach
enhanced the efficiency, reliability, and accessibility of our data collection process.
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PRESENTATION OF DATA
BOX AND WHISKER PLOTS
Participants Non Participants
Mathematics
Grades
7
BOX AND WHISKER PLOTS
Participants Non Participants
8
English
Language
Grades
BOX AND WHISKER PLOTS
Participants Non Participants
9
Average
BACK-TO-BACK STEM & LEAF DIAGRAMS
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MATHEMATICS GRADES
Participants Stem Non-Participants
0 122
60 2
4 3 05
4 05
9850 5 05569
87777510 6 0022377778
998865100 7 000588899
9998887776553 8 000001156789
1000
33210000 9 0000288
0 10
Key: 0/2 means 20 Key: 3/0 means 30
ENGLISH GRADES
Participants Stem Non-Participants
11
2 0 112
2 0
3 8
55 4 04
5 0
0 6 00445
999887655554410 7 000011245555668
0 89
988554443221000 8 000001225555666
99
000001123445589 9 003
0 10
Key: 2/0 means 2 Key: 0/1 means 1
AVERAGE
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Participants Stem Non- Participants
2 22
3 2
4 4
5 5 3.50 5 6
01557888 6 0 0 5 7 8 8 9 9.25
0 0 0 0 0 3.08 5 5 6 6 6 6.5 7 7 0 0 1 3 3.2 3.3 3.45 3.89 4
7 8 8 8 9 9.80 4.5 5 5 6 6 6 6 6.89 8 8 9 9 9
0 0 0.50 1 1 2 2 2.11 4 4 5 6 8 0 0 1 1.33 2.22 2.3 3 3.31 5
6 6 6 7.50 7.50 8 9 5 6 9.95
0.80 1 4 9 0
Key: 0/6 means 60 Key: 3/2 means 32
FREQUENCY DISTRIBUTION TABLE FOR
MATHEMATICS GRADES OF PARTICIPANTS
Class Midpoint Frequency fx fx²
Interval (x) (f)
20-27 23.5 2 47 1104.5
28-35 31.5 1 31.5 992.25
36-43 39.5 0 0 0
44-51 47.5 1 47.5 2256.25
52-59 55.5 3 166.5 9240.75
60-67 63.5 7 444.5 28225.75
68-75 71.5 6 429 30673.5
76-83 79.5 10 795 63202.5
84-91 87.5 15 1312.5 114843.75
92-100 96 5 480 46,080 13
Total 50 3753 298,619.2
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FREQUENCY DISTRIBUTION TABLE FOR MATHEMATICS
GRADES OF NON-PARTICIPANTS
Class Midpoint Frequency fx fx²
Interval (x) (f)
1-10 5.5 3 16.5 90.75
11-20 15.5 0 0 0
FREQUENCY DISTRIBUTION TABLE FOR ENGLISH
21-30 25.5
GRADES 1
OF PARTICIPANTS 25.5 650.25
Class
31-40 Midpoint
35.5 Frequency
2 fx 71 fx²2520.5
Interval (x) (f)
41-50
2-11 45.5
6.5 13 6.5136.5 42.25
6,210.75
51-60
12-21 55.5
16.5 05 0 277.5 15,401.25
0
61-70
22-31 65.5
26.5 09 0 589.5 38582.25
0
71-80
32-41 75.5
36.5 0 13 0 981.5 74083.25
0
81-90
42-51 85.5
46.5 2 11 93940.5 80412.75
4324.5
52-61
91-100 56.5
95.5 13 56.5286.5 3192.25
27360.75
62-71
Total 66.5 5 50 332.5
3325 22,106.25
243,312.5
72-81 76.5 16 1224 93,636
82-91 86.5 18 1557 134,680.5
14
92-100 96 7 672 64512
Total 50 3325 243,312.5
FREQUENCY DISTRIBUTION TABLE FOR ENGLISH
GRADES OF NON-PARTICIPANTS
Class Midpoint Frequency fx fx²
Interval (x) (f)
1-10 5.5 3 16.5 90.75
11-20 15.5 1 15.5 240.25
21-30 25.5 0 0 0
31-40 35.5 2 71 2520.5
41-50 45.5 2 91 4140.5
51-60 55.5 2 111 6160.5
61-70 65.5 7 458.5 30,016.75
71-80 75.5 18 1359 102,604.5
81-90 85.5 12 1026 87,723
91-100 95.5 3 286.5 27,360.75
Total 50 3434 261,857
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FREQUENCY DISTRIBUTION TABLE FOR
AVERAGES OF PARTICIPANTS
Class Midpoin Frequenc fx fx²
Interval t (x) y (f)
55-59 57 1 57 3249
60-64 62 3 186 11,532
65-69 67 6 402 26,934
70-74 72 6 432 31,104
FREQUENCY DISTRIBUTION TABLE FOR
75-79 77 OF NON-PARTICIPANTS
AVERAGES 12 924 71,148
Class
80-84 Midpoint
82 Frequency
10 820fx 67,240
fx²
Interval (x) (f)
85-89
22-30 87
26 82 696
52 60,552
1,352
90-94
31-39 92
35 41 368
35 33,856
1,225
Total
40-48 44 501 3885
44 306,615
1,936
49-57 53 3 159 8,427
58-66 62 5 310 19,220
67-75 71 14 994 70,574
76-84 80 15 1200 96,000
85-93 89 9 801 71,289
Total 50 3,59 270,023
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MATHEMATICAL KNOWLEDGE
Range=Max-Min
=100-20=80
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=67
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=78
Q3=(n+1)th 3/4
=(50+1)*3/4= 38.25th
=88
IQR=Q3-Q1
=88-67= 21
Σ fx 3753
Mean( x ¿ ¿= =
n 50
=75.06
Standard Deviation=√ ❑=
√ ❑=77.28 units
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Range=Max-Min
=98-1=97
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=56
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=70
Q3=(n+1)th *3/4
=(50+1)*3/4= 38.25th
=80
IQR=Q3-Q1
=80-56= 24
Σ fx 3325
Mean( x ¿ ¿= =
n 50
=66.5
Standard Deviation=√ ❑
=√ ❑=69.76 units
Range=Max-Min
=100-2=98
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=75
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=80
Q3=(n+1)th *3/4
=(50+1)*3/4= 38.25th
=90
IQR=Q3-Q1
=90-75= 25
Σ fx 3941.5
Mean( x ¿ ¿= = =78.83
n 50
Standard Deviation=√ ❑=√ ❑
=80.43 units
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Range=Max-Min
=93-1=92
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=64.75
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=75
Q3=(n+1)th *3/4
=(50+1)*3/4= 38.25th
=85
IQR=Q3-Q1
=85-64.75= 20.25
Σ fx 3434
Mean( x ¿ ¿= =
n 50
=68.68
Standard Deviation=√ ❑=
√ ❑=21.49 units
Range=Max-Min
=94-55=39
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=70
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=76.5
Q3=(n+1)th *3/4
=(50+1)*3/4= 38.25th
=82.11
IQR=Q3-Q1
=82.11-70= 12.11
Σ fx 3,595
Mean( x ¿ ¿= = =71.91
n 50
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Standard Deviation=√ ❑=√ ❑
=21.49 units
Range=Max-Min
=90-22=68
Q1=(n+1)th *1/4
=(50+1)/4= 12.75th
=68
Q2=(n+1)th *1/2
=(50+1)*1/2= 25.5th
=76
Q3=(n+1)th *3/4
=(50+1)*3/4= 38.25th
=80
IQR=Q3-Q1
=80-68= 12
Σ fx 3,595
Mean( x ¿ ¿= = =71.90
n 50 20
Standard Deviation=√ ❑=√ ❑
=21.49 units
ANALYSIS OF DATA
For students participating in the performing arts, the mathematics grades are quite
spread out, each averaging about 77.28 units from the average, with some students scoring
much lower or higher than the average. The data is negatively skewed (on the box and whisker
the left whisker is longer, and the median is closer to Q3 than Q1.. On the Stem and leaf
diagram the tail of the data is longer on the left side), meaning most students scored higher
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grades, but a few scored significantly lower, pulling the distribution to the left.
For students not participating in the performing arts, the mathematics grades are quite
spread out, each averaging about 69.76 units from the average, with some students scoring
much lower or higher than the average. The data is negatively skewed (on the box and whisker
the left whisker is longer, and the median is closer to Q3 than Q1.. On the Stem and leaf
diagram the tail of the data is longer on the left side), meaning most students scored higher
grades, but a few scored significantly lower, pulling the distribution to the left.
For students participating in the performing arts, the English grades are quite spread
out, each averaging about 80.43 units from the average, with some students scoring much
lower or higher than the average. The data is negatively skewed (on the box and whisker the
left whisker is longer, and the median is closer to Q3 than Q1.. On the Stem and leaf diagram
the tail of the data is longer on the left side), meaning most students scored higher grades, but a
few scored significantly lower, pulling the distribution to the left.
The English grades are quite spread out for students not participating in the performing
arts, each averaging about 21.49 units from the average, with some students scoring much
lower or higher than the average. The data is negatively skewed (on the box and whisker the
left whisker is longer, and the median is closer to Q3 than Q1.. On the Stem and leaf diagram
the tail of the data is longer on the left side), meaning most students scored higher grades, but a
few scored significantly lower, pulling the distribution to the left.
The grades are quite spread out for participants, each averaging about 21.49 units from
the average, with some students scoring much lower or higher than the average. The data is
negatively skewed (on the box and whisker the left whisker is longer, and the median is closer
to Q3 than Q1.. On the Stem and leaf diagram the tail of the data is longer on the left side),
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meaning most students scored higher grades, but a few scored significantly lower, pulling the
distribution to the left.
DISCUSSION OF FINDINGS
The investigation aimed to determine how participating in the performing arts affects the
academic performance of students in a traditional high school using statistical methods. The
analysis shows differences in academic achievement between students who engage in
performing arts and those who do not. Participants performed better and their grades in
Mathematics and English were higher than that of non-participants. For instance, participant
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scores in Mathematics reached a high of 100, while non-participant scores were at 98. English
participant scores were at 100 while non-participant scores were at 93. Additionally, while the
values (mean, IQR, median & quartiles) were very similar, a closer look at individual averages
shows that participants scored an average of 55 to 94, while non-participants averages were as
low as 22. Data trends also show that participating students were more consistent in grades,
peaking in higher ranges than non-participants, particularly between the scores of 80-100.
From the results, it is evident that engagement in performing arts improves academic
achievement; likely through developing skills such as discipline, time management, and critical
thinking. The participants in the performing arts out-shined classmates in subjects that require
more focus such as Mathematics and English. 63% of participants were of the belief that
participation in the performing arts positively influences their academic performance, and 84%
said they would encourage others to perform in the performing arts. Interestingly enough, even
the majority of those who did not participate shared this view. The findings highlight how the
inclusion of performing arts within the school curriculum improves skills that contribute to
better academic performance. Therefore, increasing student participation in the performing arts
may positively impact overall academic performance.
CONCLUSION
The purpose of this investigation was to determine the impact of participation in
performing arts on students' academic performance. analyzing the results it was found that
there is a significant difference in academic achievement between students who engage in
performing arts and those who do not. The results indicated that the students who engaged in
performing arts performed significantly better in Mathematics scoring up to 100 compared to
the max score of 98 by non-participants. Participants scored on average as high as 94 with a
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low of 70 while non-participants scored as low as 22. Performing arts participants also
presented higher grades in the upper ranges and displayed more consistency. Results for
English followed a similar pattern, with maximum scores of 100 for participants and 93 for
non-participants. These results suggest that performance arts have a huge involvement in skills
such as discipline, time management, and critical thinking, which translates into improved
academic results. In conclusion, this study shows that participation in performing arts
encourages consistency, excellence, and overall success in the academic field. Increasing
student participation in such programs can promote academic success and student
development.
APPENDIX
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1. Do you participate in the Performing Arts (Choir, Dance, Speech & Drama) at your school?
2. What Performing Art are you a part of?
3. Approximately how many hours per week do you spend participating in the performing
arts? (Practices, perform, ng, etc..)
4. How would you say that participation in the performing arts impacts your school
work/performance?
5. What was your last major exam grade for Mathematics?
6. What was your last major exam grade for English Language?
7. What was your last average?
8. Why do you, or why do you not, participate in the performing arts?
9. Would you encourage others to participate in the performing arts?
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Additional mathematics SBA | PDF | median | mode (statistics). (n.d.-c).
[Link]
[Link]. (n.d.-a).
[Link]
Statisticspdf
7.3 variance and Standard Deviation - SPM additional mathematics. (n.d.-a).
[Link]
[Link]
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