Mathematical
SAMPLE ONLY
Studies Internal
Education and Teenage Pregnancy.
Assessment
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Anglican International IB Mathematical Studies Internal Assessment
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Table of Contents
Introduction.......................................................................................................................3
Plan....................................................................................................................................4
Processed Data.........................................................................................................5
Mathematical process..........................................................................................................
Outliers...........................................................................................................................7
Boxplots..........................................................................................................................8
Scatter plots..................................................................................................................10
Conclusions/validity.........................................................................................................14
Bibliography.....................................................................................................................15
Appendices...............................................................................................................................16
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Introduction
The aim in this Mathematical investigation is to investigate if there is a relationship between
education and teenage pregnancies in numerous countries based on the 37 sets of data I have gathered.
In order to collect data I chose to measure education by taking the literacy rates in various countries and
comparing this with the teenage pregnancy rate per 1,000 women between the ages of 15-19.
Literacy rate was chosen to measure education because the literacy rate is the amount of people
who can read and write. This can be significant to the amount of people who learn about sexual
education and are aware of the risks. From this, the literacy rate was chosen only from women because
the responsibility and rights of the situation lies in the hands of the mother in most countries rather than
the father. This is also the case in my opinion when it comes to who is affected most in the situation
without choice. For example, the fact that the mother is the one who is carrying the child is
responsibility enough but also, in most countries the mother has the right to keep the child, abort or
adopt whereas the father has no say in the matter and is also not forced to have a say. Therefore, the
literacy rate is based on women over the age of 15 as this is the minimum age that is considered as a
‘teenager’ and since the other related variable being investigated is ‘teenage’ pregnancy.
The countries that these statistics come from are chosen from the “Nationmaster” website and
the teenage pregnancy is taken from the same countries the literacy rate was gathered from.
myself. I am not in the same situation, although; I am interested in the amount of women my age that
are in this situation in particular countries. As, being in an IB curriculum, I have had past experience with
sexual education, and I obviously know the consequences of intercourse and how to avoid pregnancy.
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However, is lack of education the reason why girls still get pregnant? Therefore, this is where my
research question comes in “What is the Pregnancy Rate of countries with a Higher Literacy Rate?”
Plan
The data will be collected from various websites such as “CIA.org” 1 and “nationmaster.com”2, a website
that orders accumulated data from the World Factbook. I will gather all the worldwide literacy rates
from a CIA website and select the teenage pregnancy rate from a selected amount of 37 countries. The
teenage pregnancy numbers will be based between the ages of 15-19 years of age in women. To make
the data more accurate the literacy rates are based on women from ages 15 and up and this information
about the literacy rate being from 15 years and up is supported in the appendix. Therefore, I took the
literacy rate of women with a literacy rate of over 15 years old in each selected country. The literacy rate
will be taken from only women because of reasons explained previously. From this data organized in
tabulated form suitable for analysis I will be using mathematical statistics to see if there is a correlation
and pattern between the variables, such as, box plots to identify outliers and scatter plots to find the
correlation between the two variables, if there is one. After I analyze the data I will decide whether to
perform a chi squared test that is appropriate, based on the data that seems to be most relevant.
Information
1 Welcome to the CIA Web Site — Central Intelligence Agency. Web. 11 Oct. 2011.
<https://www.cia.gov/library/publications/the-world-factbook/fields/2103.html>.
2 "Teenage Birth Rate Statistics - Countries Compared - NationMaster People."NationMaster - World Statistics,
Country Comparisons. Web. 11 Oct. 2011. <http://www.nationmaster.com/graph/peo_tee_bir_rat-people-teenage-
birth-rate>.
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The data is based on female literacy rates that I had gathered from CIA.org as well as Teenage pregnancy
per 1,000 women aged 15-19 in which I gathered from Nationmaster.com.
Processed Data:
3 Welcome to the CIA Web Site — Central Intelligence Agency. Web. 11 Oct. 2011.
<https://www.cia.gov/library/publications/the-world-factbook/fields/2103.html>.
4 "Teenage Birth Rate Statistics - Countries Compared - NationMaster People."NationMaster - World Statistics,
Country Comparisons. Web. 11 Oct. 2011. <http://www.nationmaster.com/graph/peo_tee_bir_rat-people-teenage-
birth-rate>.
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I will be analyzing the data with various simple mathematical processes such as, finding the
mean, median and mode and developing box plots to identify outliers. As mentioned previously in my
introductions I will be using scatter plots to interpret the data. This is because scatter plots are a clear
and distinct way of showing patterns and relationships between the two separate variables. Also, I will
be developing a chi-squared test to see the relationship between the two variables using data that
seems appropriate.
Mathematical processes
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=95.9 (3sf)
Median: 99
Mode: 99
Min: 47.8
Q1: 97.8
Q3: 99.3 (3sf)
IQR= Q3-Q1
=1.45
Max: 100
Teenage pregnancy:
Mean:
22.1 (3sf)
Median: 18.4
Mode: 5.5
Min: 2.9
Q1: 8
Q3: 28.7 (3sf)
IQR= Q3-Q1
=20.7 (3sf)
Max: 73.6
Outliers:
= 59.6 (3sf)
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An outlier is an extraordinary piece of data that are usually separated from the main body of the data by
being beyond the upper or lower boundary. They are either much higher or much smaller than most of
the data.5 The outliers that I have calculated for literacy rate of women in selected countries are South
Africa with 85.7%, Singapore with 88.6%, Mexico with 85.3%, India with 47.8%, Portugal with 91.3% and
Indonesia with 86.8% because, these values were all beyond the lower boundary which is why they were
outliers. When looking at the teenage pregnancy rates I discovered that the outliers beyond the upper
boundary were India with 73.6%, Mexico with 64.1% and South Africa with 66.3%. I have developed box
Therefore, I will not be using these values to analyze the results further as they are beyond the upper
and lower quartiles and are irrelevant and this leaves me with a sample size of below 37.
5 Coad, Mal. "Box Plots and Outliers." Mathematics for the International Student: Mathematical Studies SL :
International Baccalaureate Diploma Programme. Adelaide Airport, S. Aust.: Haese & Harris, 2005. 147. Print.
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Scatter plot: Literacy rate against Teenage pregnancy rate in selected countries.
50
Teenage pregnancy rate (%)
40
30
20 R² = 0.11
10
0
96.5 97 97.5 98 98.5 99 99.5 100
and teenage pregnancy rate (%) in women between the ages of 15 and 19, we can see that there is a
pattern between countries with higher Literacy rate that obtain a higher Teenage pregnancy rate also.
Although a majority of points are listed with a Literacy rate of between 99 and 100 and Teenage
pregnancy varying between 0 and 35. Also, countries with lower Literacy rates also have a Teenage
pregnancy value varying from 0-35, for example, South Korea with a literacy rate of 96.5% and a teenage
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pregnancy value of 2.9. From this we can say that there is no distinct or obvious relationship between
Literacy rate and the Teenage pregnancy in selected countries. This is supported by having a R 2 value of
the scatter plot being 0.1086 which results in a very weak correlation 6.
X Y XY Ӯ
3551.5 816.2 2898734.3 3551.5/37= 95.9 816.2/37= 22.1
r = [ Sxy / (SxSy) ]
r = [2898734.3 / (3551.5 x 816.2)]
r = 0.1086
Chi squared:
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To split the results into three groups I gathered the lowest value and the highest value for each
the Literacy rate and Teenage pregnancy, not including outliers, and divided the total by three,
Because there is a lot of low values, meaning a lot of zeros and ones in the chi- squared table I
decided to split the medium values into two and put the upper values into the high column and
the low values into the low column for both literacy rate and teenage pregnancy. This is because
Null hypothesis: The literacy rate in selected countries is independent of teenage pregnancy.
Alternative hypothesis: The literacy rate in selected countries is not independent of teenage
pregnancy.
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X2 = ∑ [ (f0 – fe)2 ÷ fe ]
observed Teenage pregnancy
High Low
Rate (%)Literacy
High 11 17
Low 1 1
x2 = [(11 - 11.2) ÷ 11.2 ] + [17 - 18.7) ÷ 18.7 ] + [(1 - 0.8) ÷ 0.8 ] + [(1 - 1.3) ÷ 1.3 ]
x2 = 0.089 (3sf)
Expected Teenage pregnancy
Lit
High Low
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Looking at the Chi-squared value and the Chi-squared critical, the Chi-squared value is smaller
than the Chi-squared Critical. Therefore, we accept the null hypothesis. To confirm this is the
fact that the p-value is bigger than the degree of significance (0.05). The p-value also shows 76%
confidence in the H0. Finally, the female Literacy rate is independent to Teenage pregnancy in
Conclusion
After examining the data by interpreting them using different statistical methods I had learnt, I can
conclude that there is a very weak correlation between the two variables; female Literacy rate and
Teenage pregnancy rate. This is because, after interpreting the data into scatter plots I could see that
there was no visual correlation and having an R 2 value of 0.1086 confirmed that there was a weak
correlation. After doing a Chi-squared test it showed that Literacy rate was independent of Teenage
pregnancy as it had a Chi-squares value of 0.892 (3sf) which was smaller than the chi-squared critical of
3.84. The Chi-squared test had a very strong aspect of the variables being independent which confirmed
having no relationship. With a p-value of 0.765 (3sf), which showed 76% confidence in the H 0. And the p-
8 Coad, Mal. “Two variable statistics”. Mathematics for the International Student: Mathematical Studies SL :
International Baccalaureate Diploma Programme. Adelaide Airport, S. Aust.: Haese & Harris, 2005. p594 Print.
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Validity
I have confidence in my data in terms of it being very specific in having the literacy rates and teenage
pregnancy rates of women from a minimum of 15 years old. Also, I tested for outliers and removed them
to interpret the scatter plot and Chi-squared which made the data more accurate and easier to analyze
since the outliers were irrelevant in the sophisticated mathematical processes and to see if there was a
correlation. Since I tested for values less than 5 in the chi-squared analysis and removed most of these
values the final chi-squared conclusion was relevant. Finally, both the scatter plot and chi-squared test
agree with the final conclusion of there being no relationship between Literacy rates and Teenage
pregnancy rates.
Although, there are still limitations to my general conclusions: Because my sample size started off small
as the website I went to to gather the data had a set sample which was biased against countries with
higher literacy rates. If I were to have gathered the literacy rate of women between the ages 15-19 I
could have had very specific data. I could have collected statistical numbers from a larger variety of
countries to analyze also to have a larger sample to do further work and investigation with.
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Bibliography
1. "Literacy." Thefreedictionary. Web. 25 Sept. 2011.
<http://encyclopedia2.thefreedictionary.com/Literacy+Rate>.
2. Adolescence Pregnancy." Umm.edu. Web. 25 Sept. 2011.
<http://www.umm.edu/ency/article/001516.htm>.
3. "Stats: What Is a Quota Sample?" Children's Mercy Hospitals and Clinics. Web. 29 Sept.
2011. <http://www.childrensmercy.org/stats/definitions/quota.htm>.
4. "Teenage Birth Rate Statistics - Countries Compared - NationMaster
People."NationMaster - World Statistics, Country Comparisons. Web. 11 Oct. 2011.
<http://www.nationmaster.com/graph/peo_tee_bir_rat-people-teenage-birth-rate>.
5. Welcome to the CIA Web Site — Central Intelligence Agency. Web. 11 Oct. 2011.
<https://www.cia.gov/library/publications/the-world-factbook/fields/2103.html>.
6. Coad, Mal. Mathematics for the International Student: Mathematical Studies SL :
International Baccalaureate Diploma Programme. Adelaide Airport, S. Aust.: Haese &
Harris, 2005. Print.
7. "Restrictions for Chi-square Tests." Lackhead University. Web. 14 Oct. 2011.
<https://sites.google.com/a/lakeheadu.ca/bweaver/Home/statistics/notes/chisqr_assum
ptions>.
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Appendix
Raw Data:
Literacy Rate:
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total po p ul ati o n: 99 .8 %
mal e: 99 .8 %
fem al e: 9 9 .8 % (20 0 0 ce n su s)
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fem al e: 9 9 % (20 0 3 e st . )
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total po p ul ati o n: 86 .1 %
mal e: 86 .9 %
fem al e: 8 5 .3 % (20 0 5 Ce n su s)
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fem al e: 9 9 % (20 0 3 e st . )
Slovakia 26.9
Hungary 26.5
Iceland 24.7
Portugal 21.2
Canada 20.2
Ireland 18.7
Poland 18.7
Australia 18.4
Austria 14
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Germany 13.1
Norway 12.4
Greece 11.8
Belgium 9.9
Luxembourg 9.7
France 9.3
Finland 9.2
Denmark 8.1
Spain 7.9
Italy 6.6
Sweden 6.5
Netherlands 6.2
Switzerland 5.5
Japan 4.6
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