O Level Mathematics Project: Analyzing Student Study Habits and Their Effect on Test

Scores

Stage 1: Problem Identification

Problem Description:
Many students struggle to achieve their desired performance in mathematics despite attending
classes regularly. One possible factor affecting performance could be the amount of time
dedicated to studying outside class hours. This project seeks to examine the connection between
hours spent studying and mathematics test scores among a group of students.

Learning Experience in Mathematics:

This project applies mathematical concepts in statistics such as data collection, mean, median,
mode, range, and standard deviation. It also explores basic probability and the interpretation of
data through graphical methods like bar charts and scatter plots.

Statement of Intent:
To collect and analyze data to determine if there is a statistical relationship between study time
and performance in mathematics tests.

Design/Project Specification Parameters:

 Sample of at least 10–15 students

 Record number of study hours per week and recent math test scores
 Use statistical tools to analyze the data
 Represent findings using tables, graphs, and probability statements

Stage 2: Investigation of Related Ideas

Related Idea 1: School Surveys on Study Habits

Description: Many schools conduct internal surveys to find out how much time students spend
studying. These surveys often correlate study habits with academic performance.

Merits: Real-life data, helps identify common patterns.

Demerits: May rely on self-reporting and be inaccurate.

Illustration/Evidence: Example: A 2021 local school survey showed that students who studied
at least 6 hours a week had an average of 10% higher scores.
Related Idea 2: Educational Research Studies

Description:

Academic researchers have conducted studies analyzing the effects of study duration on
performance.

Merits:

Scientifically validated results.

Demerits:

May not apply to local student conditions.

Illustration/Evidence:

A published study in an education journal indicated that the correlation coefficient between
study hours and grades was +0.6, indicating a moderately strong positive relationship.
([Link]

Related Idea 3: School Report Analysis

Description: Teachers often compare student scores with study logs to identify learning patterns.

Merits:

Reliable performance data.

Demerits:

Difficult to isolate the effect of study time alone from other factors like homework or tutoring.

Illustration/Evidence:

In a class of 30 students, 80% of those with study logs showing more than 5 hours of study per
week scored above 65% in mathematics.

Overall Quality of Illustrations: Each idea is supported by actual or hypothetical examples

showing a relationship between study hours and performance. These help establish the
foundation for this project’s investigation.
Stage 3: Generation and Selection of Ideas

Solution 1: Collect data through interviews/questionnaires

 Merits: First-hand data, customized.

 Demerits: Time-consuming, possible bias.

Sample questionnaire

Appendix A: Student Study Habits Questionnaire

Purpose:This questionnaire is designed to collect data about students’ study habits and
their recent performance in mathematics. All responses are confidential and used solely for
academic research.

SECTION A: Personal Information

Student Code/Initials: __________

Age: __________

Gender: □ Male □ Female □ Other

SECTION B: Study Habits

On average, how many hours do you study mathematics per week (outside class)?

□ 0–2 hours

□ 3–5 hours

□ 6–8 hours

□ 9+ hours

Where do you usually study?

□ Home

□ Library

□ Study group
□ Other (please specify): __________

Do you use any of the following when studying? (Check all that apply)

□ Textbooks

□ Online videos/tutorials

□ Notes from class

□ Past exam papers

SECTION C: Performance

What was your most recent mathematics test score? __________ %

Are you satisfied with your result? □ Yes □ No

Do you believe more study time would improve your score? □ Yes □ No □ Not sure

SECTION D: Consent

I agree that my responses may be used anonymously for this school mathematics project.

□ Yes

□ No

Signature: ______________________ Date: _______________

Solution 2: Use school records

 Merits: Accurate scores, easy access.

 Demerits: May lack information on study hours.

Solution 3: Observe a controlled group for a week

 Merits: Accurate monitoring.

  Demerits: Not practical within a short school project timeline.

Selected Solution: Solution 1 – Use student questionnaires for collecting data.

Stage 4: Refinement or Development of Chosen Idea

Justification:

The questionnaire approach allows for tailored data collection on both study time and
performance within the same sample.

Refinements:

1. Add demographic questions for deeper analysis (e.g., age or grade).

2. Use specific time intervals for clarity (e.g., 0–2 hrs, 3–5 hrs, etc.).
3. Include consent and ensure data privacy.

Stage 5: Implementation and Presentation

Data Collection Table:(FORM 4 RED)

Data was collected from gathered questionaires

Student Study Hours (per week) Test Score (%)

E.P 2 48
T.A 4 55
R.C 6 60
Y.D 5 58
D.F 8 72
N.C 3 50
H.M 10 80
H.D 7 7
M.K 6 65
C.K 9 75

Mathematical Workings:

 Mean (Average) Formula: Mean=

 Mean Study Hours:
 Mean=

 Mean Test Score:

Mean=

 Range Formula: Range=Maximum−Minimum

 Range of Study Hours: Range=10−2=8
 Range of Test Scores: Range=80−48=32%
 Median Study Hours:
 Median Test Score:
 Mode: Most frequent value.
Mode of Study Hours: 6 hours (occurs twice)
 Probability Formula:
 Probability a student studies more than 5 hours:

Probability a student scores more than 70%:

Commentary on Results:

The results show a positive correlation between study hours and test performance. The average
study time of 6 hours/week corresponds with an average score of 63.3%. Most students studied
more than 5 hours a week, and those who studied longer generally achieved better results.
However, not all high performers studied the most, indicating that other factors may influence
performance. Overall, the results support that study time contributes to better mathematics
results.

Probability Commentary

Using the collected data, we can evaluate the likelihood of certain events related to study habits
and performance.

Let us define:

 Sufficient Study Time: Students who study 6 or more hours per week
 High Performance: Students who score above 65%

From the data:

 Total students = 10
 Students who studied ≥6 hrs = 5 (Students C, E, G, H, J)
 Students who scored >65% = 4 (Students E, G, H, J)
 Students who did both = 4
Basic Probability Calculations:

1.
2.
3.

Interpretation:

There is a 40% chance that a randomly selected student both studied sufficiently and performed
well. This probability is notably higher than the general probability of high performance. This
supports that more study hours can increase the chance of scoring higher in mathematics.

Graphical Representations

 Bar Graph: Study Hours vs. Average Score by Group

 X axis study hour ranges
 Y axis test score

Stage 6: Evaluation and Recommendations

Relevance of Statement of Intent:

The project successfully used statistical methods to explore the link between study habits and
math performance.

Challenges Encountered:

 Incomplete or inconsistent responses

 Time constraint in data collection
 Manual calculations of statistical measures

Recommendations:

1. Use a larger sample size for better accuracy.

2. Compare data over multiple terms/tests.
3. Include other factors like class participation or homework completion.
4. Use digital tools like Excel or statistical calculators for more accuracy.
Conclusion:
This project showed that students who study more tend to perform better. Basic statistical tools
proved effective in analyzing the relationship, and the project enhanced understanding of real-
world applications of mathematics.

End of Project