The purpose of this project is to determine what factors are affecting teen academic achievements and if these effects are negative or positive. Is the university enrolment increasing or decreasing? Does drug and alcohol use affect grades? Is drug and alcohol use increasing? Does gender make a difference? And finally, does a person’s social status affect their academic achievements? By studying graphs and comparing the sets of data we will be able to answer these questions.

Alcohol◦ A colorless volatile flammable liquid, C2H5OH, widely used as a solvent

and in drugs, cleaning solutions, explosives, and intoxicating beverages. Drug

◦ A substance used in the diagnosis, treatment, or prevention of a disease or as a component of a medication.

◦ A chemical substance, such as a narcotic or hallucinogen, that affects the central nervous system, causing changes in behaviour and often addiction.

Socioeconomic Status◦ a total measure of an individual's or family’s economic and social

position relative to others, based on income, education, and occupation. Gender

◦ The condition of being female or male; sex. Academic Achievement

◦ Something accomplished successfully pertaining to a college, academy, school, or other educational institution

My hypothesis is that there will be an increase in student enrolment to university because of the increasing importance of a university diploma. Now more than ever, the education and qualifications for high paying jobs have increased greatly and it is almost mandatory for someone to have a degree to even be considered for such job.

Mean: 916,208 Median: 850,518 Mode: None

University Enrolments University Enrolments Male and FemaleMale and Female

1995/1996 846,408

1996/1997 829,767

1997/1998 822,774

1998/1999 826,362

1999/2000 847,503

2000/2001 850,581

2001/2002 936,390

2002/2003 993,768

2003/2004 1,019,775

2004/2005 1,047,690

2005/2006 1,057,272

Min: 822,774 Q₁: 829,767 Med: 850,581 Q₃: 1,019775 Max: 1,057,272

The Q₂ (median) is very far to the left, indicating that the increase began slowly and gradually, then it has been increasing very rapidly.

Z- Score = 1.47

Sx = 96181.68

My Hypothesis was... CORRECT!

The positively-sloped graphs and tables showed that there was an increase in University enrolment for males and females from the years 1995 to 2006. The box and whisker plot showed the Q₂ (median) very far to the left, indicating how the increase began slowly and gradually, then it has been increasing very rapidly.

I predict that as the drug use increases, there will be a direct, positive correlation between the academic achievement and that it will decrease. I believe this because of the negative effects that drugs have on the brain such as memory loss, confusion and permanent overall damage. It is logical to assume that academic performance will decrease when the brain is intoxicated.

1977 2821980 3001983 2191986 2211989 2471992 2051995 2111998 2332001 2862004 2432007 302

Year

Total use per

100,000Rate Per 100,000 Population (# of people)

Mean: 250Median: 205Mode: None

Rate Per 100,000 Population (# of people)

1995/1996 846,408

1996/1997 829,767

1997/1998 822,774

1998/1999 826,362

1999/2000 847,503

2000/2001 850,581

2001/2002 936,390

2002/2003 993,768

2003/2004 1,019,775

2004/2005 1,047,690

2005/2006 1,057,272

1977 282

1980 300

1983 219

1986 221

1989 247

1992 205

1995 211

1998 233

2001 286

2004 243

2007 302

Increase Decrease

Min: 205Q₁: 219Med: 243Q₃: 286Max: 302

The Q₂ (median) is further to the left, indicating that the increase began gradually, then it has been increasing more rapidly.

Z-Score = 1.43

Sx = 36.36

My Hypothesis was... PARTIALLY CORRECT!

The graphs and tables showed that there was a very weak connection between the rise in University enrolment and drug use. There were only a few instances where the enrolment went down at the same time as the rise in drug use. Unfortunately, similar to the positively-sloped enrolment rates, drug use is at its all-time high. By looking at the box and whisker plot, the median is once again very far left indicating that drug use has been increasing at a faster rate.

I predict that females will have higher academic achievements than males. I believe this because studies have shown that girls (generally) study for longer, more productive periods of time, as well as increased levels of retaining new information. Also, generally speaking, I think that more boys are involved in sports which may cause them to divide their attention away from achieving higher grades in school.

Mean: 385, 750Median: 362, 271Mode: None

YearsMale

StudentsFemale

Students1995/1996 371,070 475,3411996/1997 363,789 465,9781997/1998 358,416 464,3581998/1999 357,480 468,8791999/2000 363,849 483,5522000/2001 362,271 488,1512001/2002 376,884 509,5862002/2003 397,167 536,6402003/2004 419,463 573,5312004/2005 430,449 586,9082005/2006 442,419 604,920

University Enrolment (# of Students) Males vs.

Females

Mean: 514,349Median: 488,151Mode: None

Although both sets of data are very similar, looking closely you can see that the male outliers are slightly further away and the female median is closer to the middle.This means that the male data is spread out more

whereas the female data is closer together, around the mean. Also, the male data starts off with a slower increase than females and they are now increasing much faster.

Sx = 31352.74 Sx = 52490.75

Z-Score = 1.81 Z-Score = 1.73

My Hypothesis was... CORRECT!

The graphs and tables showed that there were a greater number of females enrolling into university than males, proving that females are achieving higher in academics. Although this does not necessarily mean female’s grades are higher, it is suggested that with higher enrolments into university one can presume that their grades are higher.

I predict that the average Canadian income will have a very minuscule effect on the academic achievements of teenagers. It is possible that people who make more money are able to buy more and better school supplies than those who have less money. However, supplies or not, the grades of the student are much more dependent on their own knowledge, attitude, and work habits.

Years

Average earnings,

($)1995/1996 31,3001996/1997 31,2501997/1998 31,8001998/1999 32,9001999/2000 33,5002000/2001 34,4002001/2002 34,4502002/2003 34,6002003/2004 34,1502004/2005 34,4002005/2006 35,0002006/2007 35,300

Mean: 33587.5Median: 34400Mode: 34400

1995/1996 846,408

1996/1997 829,767

1997/1998 822,774

1998/1999 826,362

1999/2000 847,503

2000/2001 850,581

2001/2002 936,390

2002/2003 993,768

2003/2004 1,019,775

2004/2005 1,047,690

2005/2006 1,057,272

1995/1996 31,300

1996/1997 31,250

1997/1998 31,800

1998/1999 32,900

1999/2000 33,500

2000/2001 34,400

2001/2002 34,450

2002/2003 34,600

2003/2004 34,150

2004/2005 34,400

2005/2006 35,000

2006/2007 35,300

Increase Decrease

Min: 3500Q₁: 31550Med: 33825Q₃: 34425Max: 35300

The Q₂ (median) is very far to the right, indicating that the increase began very rapidly, then it has been slowly and gradually increasing.

Sx = 8755.68

Z-Score = .20

My Hypothesis was... INCORRECT!

The graphs and tables showed that the rise and falls in Canadian income and in university enrolment do not correlate with one another and they are actually unrelated to each other. Also, the bow and whisker plots for each set of data are almost completely opposite to one another – one rising slow at first then faster, the other progressing quickly and later on slowing down.

I was NOT surprised that there was an INCREASE in University enrolment.

I WAS surprised with the LACK OF correlation between drug and education as well as average income and education.

I was NOT surprised with the INCREASE in drug use as well as the INCREASED academic achievement in girls compared to boys.

http://www.statcan.gc.ca/pub/85-002-x/2009002/article/10847/c-g/c-g2-eng.gif

http://estat.statcan.gc.ca/cgi-win/cnsmcgi.pgm

http://estat.statcan.gc.ca/cgi-win/CNSMCGI.EXE

http://dictionary.reference.com/?o=100074

http://www.google.ca