Alan

Here are my reflections; Well done on opening your investigation around a question- perhaps add some reason/ rationale about why you selected this issue. Your question was well chosed because it enabled you to use the data from the Census At School site. Your sample size is relatively small, and needs to be clarified a little- how appropriate do you think it is to ask 20 different students each time? Is it better to ask the 20 students their opinions on 10 things or 20 different students each time (200 in total)? Aren't some issues connected, and won't some of your sample show connections e.g. someone who doesn't care about tagging won't be too fussed about crime will they? Also good at this stage is to add your own predictions about what you think will happen, so you can go back and check at the end of your survey. Your data is well presented in a variety of suitable forms BUT there appears to be some gaps- for instance, I can't find any data for year 10, and (for some reason) Year 12 and 9 are asked about immigration, but not year 11- is this so? Do you consider it fair to give a different selection of issues to each year group and then summarise what issues are important to 'kids around NZ?' You have made some good observations in your analysis, but could have gone further- if you were dealing with numerical data, you could have linked in some statistical measures to back up your opinions too?


 * //To use data and statistics/ To use mathematical inquiry// ||
 * Stage 1; Identify the problem and form a question || Good explanation about what you are aiming to find out- an explanation of the reasons for this would also support your investigation- why is this important to you? In order to create a genuine 'So What?' you should really care about what you are trying to find out. Your question identifies the variables you would be looking for in the census data. ||
 * Stage 2; Plan and hypothesise || Interesting hypothesis backed up with some reasoning BUT it doesn't really consider the 'perceived' fitness level that you mentioned in your initial question. ||
 * Stage 3; Data collection || I like how you looked carefully at your data and then selected a further sample of the sample to make sure it would be valid data. Well presented in a clear grid. ||
 * Stage 4; Analysis of data || Average was well calculated- why not also find the other measures of average at the same time? It is good analysis, and often shows further detail in your patterns/ results. ||
 * Stage 5; Graphing and charting your data || 2 graphs- the top one has no key, and I'm not sure what the 5 bars represent for each sport- are these the 5 sampled people? If so, you need to give a little more information for the viewer. My suggestion would be to use a box/ whisker for your data too- as suggested- other measures of average can be informative. ||
 * Stage 6; Interrogating your graphed data || Very clear outcomes (even if it is only for 5 people) and simple to identify from your bar chart. Well connected back to your hypothesis- AND well explained, making suggestions for the results and linking back to the sports. ||
 * Stage 7; Conclusion, answer and 'So What' || Your interrogation was well linked back to the hypothesis BUT I still can't find any connection with the original part of the question- 'How good at sport he/she thinks they are'- You didn't really come back to it? ||

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