Measuring the Accuracy of Estimation
Contents
Section 1: Planning 1.1 Hypotheses 1.2 Method 1.3 Measuring the accuracy of estimation 1.4 Outliners 1.5 How I will represent my data
Section 2: Data Collection
2.1 My sample size using stratified sampling 2.2 Distractions 2.3 Year 7 Boys without Distractions 2.4 Year 7 Girls without Distractions 2.5 Year 10 Boys without Distractions 2.6 Year 10 Girls without Distractions 2.7 Year 13 Boys without Distractions 2.8 Year 13 Girls without Distractions 2.9 Year 7 Boys with Distraction 2.10 Year 7 Girls with distractions 2.11 Year 10 Boys with Distractions 2.12 Year 10 Girls with Distractions 2.13 Year 13 Boys with Distractions 2.14 Year 13 Girls with Distractions
Section 1 Planning 1.1 Hypotheses:
1. Are males better than females at estimating the lengths of lines?
I believe that males are better than females at estimating the lengths of lines because stereotypically a male’s ability in maths is significantly higher than a females.
Section 1: Planning 1.1 Hypotheses 1.2 Method 1.3 Measuring the accuracy of estimation 1.4 Outliners 1.5 How I will represent my data
Section 2: Data Collection
2.1 My sample size using stratified sampling 2.2 Distractions 2.3 Year 7 Boys without Distractions 2.4 Year 7 Girls without Distractions 2.5 Year 10 Boys without Distractions 2.6 Year 10 Girls without Distractions 2.7 Year 13 Boys without Distractions 2.8 Year 13 Girls without Distractions 2.9 Year 7 Boys with Distraction 2.10 Year 7 Girls with distractions 2.11 Year 10 Boys with Distractions 2.12 Year 10 Girls with Distractions 2.13 Year 13 Boys with Distractions 2.14 Year 13 Girls with Distractions
Section 1 Planning 1.1 Hypotheses:
1. Are males better than females at estimating the lengths of lines?
I believe that males are better than females at estimating the lengths of lines because stereotypically a male’s ability in maths is significantly higher than a females.