Teachers page: Qualification and internet access

Curriculum links

Mathematics and Statistics Curriculum
Level 3 S3-1
Conduct investigations using the statistical enquiry cycle:

• gathering, sorting, and displaying multivariate category and whole number data to answer questions
• identifying patterns in context, within and between data sets
• communicating findings, using data displays.

Level 4 S4-1
Plan and conduct investigations using the statistical enquiry cycle:

• determining appropriate variables and data collection methods
• gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends
• communicating findings, using appropriate displays

Level 5 S5-1
Plan and conduct surveys and experiments using the statistical enquiry cycle:

• determining appropriate variables and measures
• considering sources of variation
• gathering and cleaning data
• using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
• presenting a report of findings.

NCEA

Level 1 Mathematics
AS90193 – 1.5: Use statistical methods and information

Background

This activity uses the 2006 Census SURF dataset to explore any links between having Internet access and qualifications of people in New Zealand. It is designed to give students practice in using data to answer a problem they are given.

Your approach will determine what data is appropriate to use. If all the regional council areas are used together, this will not accurately reflect New Zealand as a whole. Please refer to the limitations of the SURF dataset for more information.

Sample answers

Task 1

Use the information in the 2006 Census SURF dataset to look at whether there is a link between people having access to the Internet and the highest qualification they have.

Problem – Is there a link between qualification level and having access to the Internet?

Plan – Use the appropriate data sheet from the SURF dataset to assess whether people with different qualification levels have differing Internet access levels.

Data – Use the variables ‘highest qualification’ and ‘access to the Internet’. Either select from one region or the ‘all’ sheet. (Bear in mind the limitations of this sheet, as stated in the excel document.)

Analyse – Create a bar graph showing access to the Internet, by highest qualification, for either the chosen region or all unit records. It should show percentages of people at each qualification level, with and without access to the Internet. Percentages are more useful than counts as they compare proportions in categories of different sizes – for example, there are fewer people in the category ‘university degree or higher’.

Access to Internet at Home by Highest Qualification
Based on 2006 Census                                       

Task 2

Are the patterns you observe different in different regions?

Students can compare any regions. For example, Auckland and Southland.

Access to Internet at Home by highest qualification, Auckland region
Based on 2006 Census                                    

Access to Internet at Home by highest qualification, Southland region
Based on 2006 Census                                   

These two regions show particular differences in the two highest categories. Students may be able to come up with explanations for these differences. Auckland’s data is closer to the national picture – Southland is less so.

Southland has a higher percentage of people with university degrees or higher who have Internet access. It has a smaller percentage than the national picture in the trade or vocational qualification category.

One possible explanation is Southland having a less-urban population, and therefore perhaps a less service-oriented economy. There are other possible explanations which can be discussed.

Extension

Are there any other factors that could explain the patterns you notice?

Of course there are a number of other factors that affect having Internet access; for example, income. Expect students to explore if access to the Internet is linked to income, and age, as well as other variables.