Investigating And The Number Of Essay Example

method is fair and provides a good range for analysis.

Because of their practicality and diverse outcomes, I selected these information sources to enable me to examine the relationship between minor errors and lesson frequency. The dependability of the data and its favourable effect on my conclusions provide me with assurance in its precision.

In order to calculate the pass rates for instructors, it is essential to determine the percentage of passes and failures. This computation requires multiplying the number of passes by 100 and dividing that outcome by the total number of students who took the test with that particular instructor.

Assessing the effectiveness of practice lessons on student success can be achieved by evaluating each instructor's success rate. To ensure accuracy, I will double-check my calculations and present the data using a visual pie chart. Moreover, an overall perspective of student performance with each instructor will be analyzed using a box plot.

By examining the graph, it is evident that there is no direct correlation between the quantity of lessons and minor mistakes made. Consequently, I deduce that another factor, the instructor, likely has an impact. To explore this, I will construct a graph that illustrates the relationship between mistakes made and lessons taken by each instructor, but instead of using the number of passes as a measure, I will employ pass percentage to ensure fairness since instructors evaluated varying numbers of students.

To investigate whether gender affects the frequency of errors, I examined their correlation and concluded that although there is no significant correlation, males have a higher pass rate than females. In particular, males have a pass rate of 56.8% compared to females' 40.6%.

I utilized a

box plot to demonstrate the driving test performance. Upon analyzing the graph, it is evident that pupils taught by Instructor A performed exceptionally well due to having the smallest interquartile ranges and range of results. However, the outcomes are positively skewed as they are clustered on the positive side of the box plot. This suggests that Instructor A's pupils performed the best, with all interquartile ranges falling within the 15 minor mistakes pass rate threshold. In contrast, Instructor B's pupils performed fairly well since most of the first interquartile lies within the 15 minor mistakes pass rate.

The pupils taught by Instructor C had varying results, with the largest interquartile range being 22 minor mistakes. The graph shows a relatively equal distribution between the number of passes and fails. The second interquartile is slightly above the passing threshold of 15, at 16.5 minor mistakes. In contrast, Instructor D's pupils fared poorly and are located in the negative range of the box plot.

On the other side of the spectrum from Instructor A's findings, the results shown in this box plot are heavily skewed towards poor performance and display the largest range of results, with the interquartile range being the second lowest. The breakdown of passes and fails is presented in pie charts.