Caribbea Examiatios Coucil Secodary Educatio Certificate School Based Assessmet Additioal Math Project Does good physical health ad fitess, as idicated by Body Mass Idex, affect the academic performace of teeagers? Name of Cadidate: Shary Gittes Name of cetre: Harriso College Cetre Number: 030014 Year of Examiatio: 2016 Registratio Number: 0300141050
Table of Cotets Purpose of Project..3 Method of Collectio 4 Presetatio of Data.5 Mathematical Kowledge/ Aalysis of Data..16 Discussio 29 Coclusio..30 Appedix..31 Bibliography..32 2
Purpose of Project Academic performace is the outcome of beig educated the extet to which a teacher, studet or istitutio has achieved their academic goals. This is usually measured i the form of assessmets. The study of Mathematics ot oly eables a perso to be a great accoutat or actuary, but learig it forces a studet to thik logically ad to solve problems usig the skill. Mathematics also is ot just simple regurgitatio, but a commo strategy is used to solve may differet problems, which therefore helps i life experieces. Takig Eglish as a subject eables the studets to lear the rules of grammar, puctuatio ad spellig, as well as eablig them to costruct a setece ad proouce words correctly. A good grasp of these priciples ehaces commuicatio skills ad improves your overall presetatio, as your writte laguage ad speech would be up to par. Body Mass Idex (BMI) is the measure of relative size based o the height ad mass of a perso. BMI is used as a screeig tool to determie whether a perso i uderweight, healthy, overweight or obese. If someoe s BMI is out of the healthy rage, they are at risk of health crises. A study carried out by Kayla Naticchioo of Joh Carroll Uiversity titled The Relatio betwee Obesity ad Academic Achievemet of School-age Childre showed that there was a lik betwee utritio ad weight i childhood ad academic achievemet. Her research showed that studets with poor utritio performed poorly i the classroom. The purpose of this project is to examie the relatioship betwee the health status of adolescets ad their academic performace i Eglish Literature ad Mathematics. The variables beig cosidered are 1) the health status of the studets as idicated by Body Mass Idex (Healthy (ormal BMI) ad Uhealthy (uderweight, overweight ad obese BMI)) 2) academic performace i two selected subjects (Mathematics ad Eglish Literature) 3) Geder (Male or Female) 3
Method of Collectio Forty studets i the fifth form year (20 girls ad 20 boys) were asked if they were willig to cotribute their weights ad heights to my Additioal Mathematics School-Based Assessmet. Those who coseted were weighed. The studets who were weighed were asked to remove their shoes ad ay articles from their pockets. Thereafter, their height was recorded usig a measurig tape. Each studet was asked to stad vertically agaist a wall ad the level at the very top of his/her skull was marked horizotally o the wall. The height was the distace betwee the groud ad the horizotal mark o the wall. The weight was recorded i pouds (lbs) ad height was recorded i iches. I order to calculate the BMI (Body Mass Idex) oe of the two followig equatios ca be applied: BMI = Weight (Kg) Height 2 (m 2 ) BMI = 703 Weight (lbs) Height 2 (ich 2 ) The latter equatio was applied. With the studets coset, their Eglish ad Mathematics marks attaied i the respective exams, which were give to them at the ed of the fourth year (promotioal exams), were provided ad used as a represetatio of their academic performace. The privacy of the studets were maitaied, therefore, o ames are listed. 4
Presetatio of Data Geder Weight (lbs) Height Height²(iches²) BMI State of Studet Eglish (%) Math(%) (iches) M 120.0 65.8 4329.6 19.5 Healthy 63.0 70.0 M 110.2 67.0 4489.0 17.3 Healthy 78.9 56.2 M 135.4 65.6 4303.4 22.1 Healthy 64.1 65.0 F 149.6 59.6 3552.2 29.6 Obese 69.9 41.7 F 125.0 69.2 4788.6 18.3 Healthy 79.1 39.9 M 125.8 64.6 4173.2 21.2 Healthy 71.7 64.8 M 184.8 69.0 4761.0 27.3 Overweight 61.7 56.8 M 130.0 73.6 5417.0 16.9 Uderweight 74.3 78.1 F 134.8 60.6 3672.4 25.8 Overweight 86.0 43.3 M 170.8 70.4 4956.2 24.2 Overweight 78.2 30.4 F 91.8 62.2 3868.8 16.7 Uderweight 74.8 75.1 F 198.6 67.6 4596.8 30.6 Obese 85.0 89.9 M 161.8 67.0 4489.0 25.3 Overweight 66.3 53.9 M 107.0 64.3 4134.5 18.2 Healthy 66.5 53.9 M 117.8 67.2 4515.8 18.3 Healthy 63.8 38.9 M 122.0 70.4 4956.2 17.3 Healthy 67.6 62.6 F 91.2 62.2 3868.8 16.6 Uderweight 78.0 50.2 F 115.8 65.8 4329.6 18.8 Healthy 51.2 67.3 M 135.0 67.0 4489.0 21.1 Healthy 77.6 80.5 F 112.0 64.6 4173.2 18.9 Healthy 77.8 81.6 F 138.0 64.6 4173.2 23.2 Overweight 72.6 69.6 F 111.6 65.8 4329.6 18.1 Healthy 74.3 46.0 F 104.2 63.4 4019.6 18.2 Healthy 74.0 42.8 M 143.0 70.4 4956.2 20.3 Healthy 83.4 38.3 F 156.0 61.0 3721.0 29.5 Obese 76.4 71.2 F 104.0 61.0 3721.0 19.6 Healthy 82.9 77.4 M 160.2 70.4 4956.2 22.7 Healthy 71.9 90.7 M 176.2 70.4 4956.2 25.0 Overweight 65.8 82.2 F 110.0 63.4 4019.6 19.2 Healthy 77.4 93.3 F 149.2 70.4 4956.2 21.2 Healthy 44.0 84.8 F 180.4 65.8 4329.6 29.2 Obese 62.3 29.3 M 139.2 70.4 4956.2 19.7 Healthy 85.4 80.2 F 126.4 64.6 4173.2 21.3 Healthy 61.5 90.7 M 151.8 69.2 4788.6 22.3 Healthy 76.3 91.5 M 161.0 72.6 5270.8 21.5 Healthy 72.1 55.7 M 114.8 70.4 4956.2 16.3 Uderweight 67.4 48.4 F 100.8 63.4 4019.6 17.6 Healthy 53.7 45.3 M 130.0 70.4 4956.3 18.4 Healthy 80.5 84.0 F 121.2 63.4 4019.6 21.2 Healthy 63.8 52.6 F 118.8 67.0 4489.0 18.6 Healthy 79.0 75.5 Table 1: Table Showig the BMI Results ad 2015 Mathematics ad Eglish Literature promotio marks (%) of 20 males ad 20 females. 5
Uderweight Healthy Overweight Obese 10% 10% 15% 65% Figure 1: A Pie Chart Showig the BMI Results of all of the Studets 6
20% 10% 70% Uderweight Healthy Overweight Figure 3: A Pie Chart Showig the BMI Results of the Male Studets 20% 10% 10% 60% Uderweight Healthy Overweight Obese Figure 4: A Pie Chart Showig the BMI Results of the Female Studets 7
40.0% - 49.9% 50.0% - 59.9% 60.0% - 69.9% 70.0% - 79.9% 80.0% - 89.9% 3 3 8 10 9 4 M A L E S T U D E N T S 2 1 F E M A L E S T U D E N T S Figure 5: A Stacked Colum Chart Comparig the Eglish marks of the Male Studets ad the Female Studets Stem Leaf 6 1.7 3.0 3.8 4.1 5.8 6.3 6.5 7.4 7.8 7 1.7 1.9 2.1 4.3 6.3 7.6 8.2 8.9 8 0.5 3.4 5.4 Figure 6: A stem ad leaf diagram showig the overall Eglish marks for the males Stem Leaf 4 4.0 5 1.2 3.7 6 1.5 2.3 3.8 9.9 7 2.6 4.0 4.3 4.8 6.4 7.4 7.8 8.0 7 9.0 9.1 8 2.9 5.0 6.0 Key: 5 5.6 meas 55.6 Figure 7: A stem ad leaf diagram showig the overall Eglish marks for the females 8
20.0%-29.9% 30.0%-39.9% 40.0%-49.9% 50.0%-59.9% 60.0%-69.9% 70.0%-79.9% 80.0%-89.9% 90.0%-99.9% 2 2 4 3 2 4 3 5 1 3 1 1 M A L E S T U D E N T S 2 2 5 F E M A L E S T U D E N T S Figure 8: A stacked colum chart comparig the overall Math marks of the male ad female studets Stem Leaf 3 0.4 8.3 8.9 4 8.4 5 3.9 3.9 5.7 6.2 6.8 6 2.6 4.8 5.0 7 0.0 8.1 8 0.2 0.5 2.2 4.0 9 0.7 1.5 Key: 8 6.7 meas 86.7 Figure 9: A stem ad leaf diagram showig the Math marks of the male studets 9
Stem Leaf 2 9.3 3 3.9 4 1.7 2.8 3.3 5.3 6.0 5 0.2 2.6 6 7.3 9.6 7 1.2 5.1 5.5 7.4 8 1.6 4.8 9.9 9 0.7 3.3 Key: 5 6.7 meas 56.7 Figure 10: A stem ad leaf diagram showig the overall math marks of the female studets 7 6 5 4 3 2 1 0 Healthy Males Uhealthy Males 60.0% - 69.9% 70.0% - 79.9% 80.0% - 89.9% Figure 11: A bar chart showig the distributio of Eglish marks for Healthy ad Uhealthy males. 10
Number of Studets Stem Leaf 6 3.0 3.8 4.1 6.5 7.6 7 1.7 1.9 2.1 6.3 7.6 8.9 8 0.5 3.4 5.4 Key 7 8.7 meas 78.7 Figure 12: A stem ad leaf diagram showig the Eglish marks of the healthy males Stem Leaf 6 1.7 5.8 6.3 7.4 7 4.3 8.2 Key 6 8.2 meas 68.2 Figure 13: A stem ad leaf diagram showig the Eglish marks of the uhealthy males 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Healthy Males State of Males Uhealthy Males 30.0% - 39.9% 40.0% - 49.9% 50.0% - 59.9% 60.0% - 69.9% 70.0% - 79.9% 80.0% - 89.9% 90.0% - 99.9% Figure 14: A Bark Chart Comparig the Math marks of healthy males ad uhealthy males 11
Stem Leaf 3 8.3 8.9 4 5 3.9 5.7 6.2 6 2.6 4.8 5.0 7 0.0 8 0.2 0.5 4.0 9 0.7 1.5 Key 5 4.3 meas 54.3 Figure 15: A stem ad leaf diagram showig the Math marks of the Healthy Males Stem Leaf 3 0.4 4 8.4 5 3.9 6.8 6 7 8.1 8 2.2 9 Key 4 4.6 meas 44.6 Figure 16: A stem ad leaf diagram showig the Math marks of the uhealthy males 12
State of Females Healthy Females Uhealthy Females 0 1 2 3 4 5 6 7 Number of Studets 80.0% - 89.9% 70.0% - 79.9% 60.0% - 69.9% 50.0% - 59.9% 40.0% - 49.9% Figure 17: A Bar Chart comparig the Eglish marks of the healthy females ad uhealthy females Stem Leaf 4 4.0 5 1.2 3.7 6 1.5 3.8 7 4.0 4.3 7.4 7.8 9.0 9.1 8 2.9 Key 6 4.5 meas Figure 18: A stem ad leaf diagram showig the Eglish marks of the Healthy Females Stem Leaf 6 2.3 9.9 7 2.6 4.8 6.4 8.0 8 5.0 6.0 Key 8 8.9 meas 88.9 Figure 19: A stem ad leaf diagram showig the Eglish marks of the Uhealthy Females 13
State of Females Healthy Females Uhealthy Females 0 0.5 1 1.5 2 2.5 3 3.5 Number of Studets 90.0% - 99.9% 80.0% - 89.9% 70.0% - 79.9% 60.0% - 69.9% 50.0% - 59.9% 40.0% - 49.9% 30.0% - 39.9% 20.0% - 29.9% Figure 20: A bar chart comparig the Math marks of the healthy females ad the uhealthy females Stem Leaf 3 9.9 4 2.8 5.3 6.0 5 2.6 6 7.3 7 5.5 7.4 8 1.6 4.8 9 0.7 3.3 Key 4 7.8 meas 47.8 Figure 21: A stem ad leaf diagram showig the Math marks of the Healthy Females 14
Stem Leaf 2 9.3 3 4 1.7 3.3 5 0.2 6 9.6 7 1.2 5.1 8 9.9 Key 7 6.5 meas 76.5 Figure 22: A stem ad leaf diagram showig the Math marks of the Uhealthy Females 15
Mathematical Kowledge/Aalysis of Data: The followig eight (8) groups were cosidered: o ENGLISH Males (healthy) o ENGLISH Males (uhealthy) o ENGLISH Females (healthy) o ENGLISH Females (uhealthy) o MATH Males (healthy) o MATH Males (uhealthy) o MATH Females (healthy) o Math Females (uhealthy) A box-ad-whisker chart was plotted for each group, showig the lowest promotioal mark, the highest promotioal mark, the media mark, the lower quartile ad the upper quartile respectively. The media value (Q₂) is the value that divides the data ito two equal groups. It occurs i the ( +1 2 )th positio, where = the umber of values i the group. Whe this positio is ot a whole umber, the media i the mea of the mark immediately before the determied positio ad the oe immediately after it. The lower quartile (Q₁) is the media of the lower half of the data. It occurs i the ( +1 4 )th positio, where is the umber of values (studets) i the group. As with the media, whe this positio is ot a whole umber, the mea of the mark immediately before it ad the mark immediately after is foud to determie the lower quartile. The upper quartile (Q₃) is the media of the upper half of the data, occurrig i the 3 ( +1 4 )th positio, where is the umber of values (studets) i the group. The same rules for the lower quartile ad the media apply to this, i terms of the positio ot beig a whole umber. The iterquartile rage is the differece betwee the upper quartile ad the lower quartile i.e. Q₃ - Q₂. Figures 23-26 show the box-ad-whisker plots for the eight (8) groups beig cosidered. 16
Figure 23: A box-ad-whisker plot showig the Eglish marks of healthy ad uhealthy males Figure 24: A box-ad-whisker plot showig the Eglish marks of healthy ad uhealthy females 17
Figure 25: A box-ad-whisker plot showig the Mathematics mark of healthy males ad uhealthy males Figure 26: A box-ad-whisker plot showig the Mathematics marks of healthy females ad uhealthy females 18
The mea ad stadard deviatio for each of the eight specified groups were calculated. The formulas used were: mea = X i stadard deviatio = (X i mea) 2 X i represets the sum of all the marks for a specified group. represets the umber of studets i a specified group. Tables 3, 4, 5, 6, 7, 8, 9 ad 10 show the results of these calculatios for the eight specified groups beig cosidered. N.B.= d.p. = decimal places The statistics for the eight specified groups are summarized i Table 11. 19
χ (χ mea) (χ mea)² 63.0-10.0556 101.1150914 63.8-9.2556 85.66613136 64.1-8.9556 80.20277136 66.5-6.5556 42.97589136 67.6-5.4556 29.76357136 71.7-1.3556 1.83765136 71.9-1.1556 1.33541136 72.1-0.9556 0.91317136 76.3 3.2444 10.52613136 77.6 4.5444 20.65157136 78.9 5.8444 34.15701136 80.5 7.4444 55.41909136 83.4 10.3444 107.0066114 85.4 12.3444 152.3842114 Σ 1022.8 729.954319 Number of studets 14 Mea x = Σx i Mea= 1022.8 14 = ( 4 d.p.) 73.0556 Stadard deviatio σ = Σ(x mea)2 Stadard deviatio= 729.954319 14 = 7.220775181 To 2 d.p.= 7.22 Table2: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by healthy males i Eglish 20
χ (χ mea) (χ mea)² 61.7-7.25 52.5625 65.8-3.15 9.9225 66.3-2.65 7.0225 67.4-1.55 2.4025 74.3 5.35 28.6225 78.2 9.25 85.5625 Σ 413.7 186.095 Number of studets 6 Mea x = Σx i Mea = 413.7 6 = 68.95 Stadard deviatio = σ = Σ(x mea)2 Stadard deviatio= 186.095 6 = 5.5692 To 2 d.p. = 5.57 Table 3: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by uhealthy males i Eglish 21
χ (χ mea) (χ mea)² 44.0-24.225 586.850625 51.2-17.025 289.850625 53.7-14.525 210.975625 61.5-6.725 45.225625 63.8-4.425 19.580625 74.0 5.775 33.350625 74.3 6.075 36.905625 77.4 9.175 84.180625 77.8 9.575 91.680625 79.0 10.775 116.100625 79.1 10.875 118.265625 82.9 14.675 215.355625 Σ 818.7 1848.3225 Number of studets 12 Mea x = Σx i Mea = 818.7 12 = 68.225 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio= 1848.3225 12 = 12.41075642 To 2 d.p. = 12.41 Table 4: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by healthy females i Eglish 22
χ (χ mea) (χ mea)² 62.3-13.325 177.555625 69.9-5.725 32.775625 72.6-3.025 9.150625 74.8-0.825 0.680625 76.4 0.775 0.600625 78.0 2.375 5.640625 85.0 9.375 87.890625 86.0 10.375 107.640625 Σ 605 421.935 Number of studets 8 Mea x = Σx i Mea = 605 8 = 75.625 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio 421.935 8 = 7.262360154 To 2 d.p. = 7.26 Table 5: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by uhealthy females i Eglish. 23
χ (χ mea) (χ mea)² 38.3-28.2929 800.4881904 38.9-27.6929 766.8967104 53.9-12.6929 161.1097104 55.7-10.8929 118.6552704 56.2-10.3929 108.0123704 62.6-3.9929 15.94325041 64.8-1.7929 3.21449041 65.0-1.5929 2.53733041 70.0 3.4071 11.60833041 80.2 13.6071 185.1531704 80.5 13.9071 193.4074304 84.0 17.4071 303.0071304 90.7 24.1071 581.1522704 91.5 24.9071 620.3636304 Σ 932.3 3874.763776 Number of studets 14 Mea x = Σx i Mea = 932.3 14 = (4 d.p.) 66.5929 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio = 3874.763776 14 = 16.63637103 To 2 d.p. = 16.64 Table 6: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by healthy males i Mathematics 24
χ (χ mea) (χ mea)² 30.4-27.9 778.41 48.4-9.9 98.01 53.9-4.4 19.36 56.8-1.5 2.25 78.1 19.8 392.04 82.2 23.9 571.21 Σ 349.8 1861.28 Number of studets 6 Mea x = Σx i Mea = 349.8 6 = 58.3 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio = 1861.28 6 = 17.61287408 To 2 d.p. = 17.61 Table 7: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by uhealthy males i Mathematics 25
χ (χ mea) (χ mea)² 39.9-26.5333 704.0160089 42.8-23.6333 558.5328689 45.3-21.1333 446.6163689 46.0-20.4333 417.5197489 52.6-13.8333 191.3601889 67.3 0.8667 0.75116889 75.5 9.0667 82.20504889 77.4 10.9667 120.2685089 81.6 15.1667 230.0287889 84.8 18.3667 337.3356689 90.7 24.2667 588.8727289 93.3 26.8667 721.8195689 Σ 797.2 4399.326667 Number of Studets 12 Mea x = Σx i Mea = 797.2 12 = ( 4 d.p.) 66.4333 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio = 4399.326667 12 = 19.14707695 To 2 d.p. = 19.15 Table 8: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by healthy females i Mathematics 26
χ (χ mea) (χ mea)² 29.3-29.4875 869.5126563 41.7-17.0875 291.9826563 43.3-15.4875 239.8626563 50.2-8.5875 73.74515625 69.6 10.8125 116.9101563 71.2 12.4125 154.0701563 75.1 16.3125 266.0976563 89.9 31.1125 967.9876563 Σ 470.3 2980.16875 Number of studets 8 Mea x = Σx i Mea= 470.3 8 = 58.7875 Stadard Deviatio σ = Σ(x mea)2 Stadard Deviatio= 2980.16875 8 = 19.30080552 To 2 d.p. = 19.30 Table 9: A table showig the calculatio of the mea ad stadard deviatio of a set of marks obtaied by uhealthy females i Mathematics 27
Eglish Math Males Females Males Females healthy uhealthy healthy uhealthy healthy uhealthy healthy uhealthy N 14 6 12 8 14 6 12 8 Lowest 63.0 61.7 44.0 62.3 38.3 30.4 39.9 29.3 Score (%) Highest 85.4 78.2 82.9 86.0 91.5 82.2 93.3 89.9 Score (%) Media 72.0 66.9 74.2 75.6 64.9 55.4 71.4 70.4 Iterquartile 14.4 12.5 20.8 10.2 27.5 40.8 37.5 30.7 Rage Mea (2 73.06 68.95 68.23 75.63 66.59 58.30 66.43 58.79 d.p.) Stadard 7.22 5.57 12.41 7.26 16.64 17.61 19.15 19.30 Deviatio ( 2 d.p. ) % passes 100% 100% 91.6 % 100% 85.7% 66. 6 % 66. 6 % 62.5% Table 10: A summary of the statistical results for the eight specified groups of fifth formers 28
Discussio: With referece to Table 10 o the previous page ad careful examiatio of the figures, clear comparisos ca be made. It was observed that healthy males achieved higher mea marks i Mathematics ad Eglish tha healthy females. However, uhealthy females attaied higher mea marks tha uhealthy males i both Eglish ad Mathematics. The highest mea mark was calculated by the marks of females ad the lowest mea mark was calculated by the marks of males. Geerally, from the data, it ca be cocluded that females, whether healthy or uhealthy, did better tha all males. Healthy idividuals seemed to have doe better tha uhealthy idividuals, with the exceptio of the females i the Eglish exam. The highest media calculated from the data collected was from uhealthy females i Eglish ad the lowest media was calculated from the marks of uhealthy males i Mathematics. Females did better tha the males i terms of media marks. Healthy idividuals also seemed to have doe better i this area, with the exceptio of uhealthy females who surpassed healthy females. The highest iter-quartile rage was calculated from the marks obtai from uhealthy males i the Mathematics ad the lowest was calculated from uhealthy females i Eglish. Whe calculated, the iter-quartile rages for the healthy studets were higher tha those of uhealthy studets for both Mathematics ad Eglish, with the exceptio of the males who did Mathematics; the iter-quartile rage of the uhealthy males was higher tha that of the healthy males. This shows the level of variatio betwee the middle rage (the values from Q₁ to Q₃) The highest stadard deviatio was calculated from the marks of the uhealthy females i Mathematics whereas, the lowest stadard deviatio was calculated from the marks of the uhealthy males i Eglish. The stadard deviatios of the uhealthy participats were lower tha those of the healthy participats. However, for Mathematics, the stadard deviatio of the healthy participats were lower tha those of the uhealthy participats. The highest overall score was achieved by a healthy female i Mathematics ad the lowest overall score was attaied by a uhealthy female. With respect to the passes see i the lowest scores category, 33.3% of the passes was attaied by a healthy idividual ad 66.7% was attaied by uhealthy idividual. 60% of the lowest scores that were ot passes were attaied by healthy studets ad 40% by uhealthy studets. All males (uhealthy ad healthy) passed the Eglish examiatio. The majority of the females passed the Eglish exam, however, those who failed the exam were healthy. I Mathematics, the umber of passes of the healthy studets were higher tha the umber of passes of the uhealthy studets. 29
Coclusio: The aim of this expressio was to determie whether or ot BMI is liked to academic performace. Takig ito cosideratio the results of the studets, bar charts, pie charts ad stem ad leaf diagrams were created. The data was also used to create box-ad-whisker plots ad to calculate the mea ad stadard deviatio of the marks. With referece to the results, it ca be cocluded that BMI does, i some cases, ifluece a perso s academic performace. All results prove this, with the exceptio of the females, i terms of the Eglish examiatio. It was therefore determied healthy studets have better problem solvig skills tha uhealthy studets have. However, the chage of tred appears with the uhealthy females, as they appear to have a better uderstadig of their laguage ad its usage i compariso to healthy females. Despite that, healthy males did better i Eglish tha uhealthy males A limitatio experieced i this project was that studets may have eate immediately before beig weighed, which makes them appear heavier as they really are. Aother limitatio is that BMI does ot take muscle mass ito cosideratio. Therefore, whe the BMI of a healthy, muscular perso is calculated, they appear to be uhealthy (overweight or obese), causig a healthy perso to be placed i the uhealthy category. I additio, the Eglish ad Mathematics results used to determie the child s academic performace was just oe test, ad a sigle test caot determie the brilliace of a child as accurately as a series of tests would. Factors determiig a child s itelligece iclude, but are ot limited to, the child s eviromet ad the gees of their parets. 30
Appedix: To determie their BMI rage, the followig BMI table was used after cosultig various BMI charts. Uderweight Healthy Overweight Obese BOYS <17.0 17.0-23.4 23.5-26.9 >27.0 GIRLS <17.0 17.0-21.9 22.0-25.9 >26.0 31
Bibliography: Why Study Eglish Laguage ad Literature? https://successatschool.org/advicedetails/187/why-study-eglish-laguage-ad-literature%3f Math Forum: Ask Dr.Math : FAQ http://mathforum.org/dr.math/faq/faq.why.math.html The Relatioship Betwee Obesity ad Academic Achievemet Of School-age Childre http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahukewj4y_ci tplahvimh4khdmagkqfgg3mam&url=http%3a%2f%2fcollected.jcu.edu%2fcgi%2fviewcot et.cgi%3farticle%3d1008%26cotext%3dhoorspapers&usg=afqjcnehhq9jt15riuabamvvl Rq8J3GBrw Divisio of Nutritio, Physical Activity ad Obesity About Child & Tee BMI http://www.cdc.gov/healthyweight/assessig/bmi/childres_bmi/about_childres_bmi.html What is BMI chart for females? https://www.seedoc.co/what-is-bmi-chart-for-females/ WHO Growth Charts for Caada http://oscarcaada.org/oscar-users/emr-resource/eform/eform-examples/graphicaleforms/who-growth-chart-2013/bmi-girls/image_view_fullscree BMI For Childre Body Mass Idex https://www.google.com/search?q=bmi+charts&biw=1280&bih=633&source=lms&tbm=isch &sa=x&ved=0ahukewjafbuknplahvb9h4khtzuadaq_auibigb#tbm=isch&q=bmi+charts+for +girls&imgrc=tcj4llt2dbqvfm%3a Healthy Kids Healthy Weight: What We Are & What We Ca Do http://www.etwelless.org/healthtopics/kidsweight/overviewrbb.cfm The Role of Geetics i IQ ad Itelligece http://iq-test.learigifo.org/iq03.htm 32