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The world travel to school

I will obtain my data from a data collection site called Census at School. From this, I can get a computer generated random sample of 30 people from both England and South Africa. This will provide me with a range of results on distance travelled and time taken to get to school. Once I have obtained the results I will analyse them and work with them in a way which is suitable in proving my hypothesis. Once I have my random sample of 30 people from South Africa and England from the database, I will go about proving my hypothesis.

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Above, are two pie charts which can be used to compare the proportion of pupils using each different method of travel in England and South Africa. From the pie chart for England I can tell that the majority of pupils (49%) walk to school. This shows that walking is the modal value among English school-children travelling to school. The average amount of people using each method of travel is 8. 5. For the South African pie chart it can be seen that a much larger proportion of pupils walk to school.

A total of 70% of South African children walk to school compared to 49% of English school children. That is a difference of 21%. So although walking is the modal value for both England and South Africa, the total percentage of children walking in South Africa exceeds that of in England. My hypothesis, in which I stated that more children in South Africa walk to school, has evidence that suggests it to be true, although the results were not drastically different in proportion to each other.

Ultimately, more children in England use different methods of travel such as bus or car or even the train or bike. I think the results provide a larger range in England because more methods of transport are readily available due to the country being more developed financially and the need for transport increasing as more people have to travel further distances to attend school or work. From these results, it is established that the most popular method of travel among English school-children is walking, although a sufficient amount of the children do take the bus or car to school.

“A sufficient amount” is approximately half the number of children who use the modal (or most common) way of travelling. For example, 12 children take the bus which is roughly half the amount of people who walk. 9 children travel by car, which although is less than the second most common method of travelling, does still account for approximately 18% of the school-children. The pie chart creates a good picture of the proportion of children using each different method.

In South Africa, it can be established that walking accounts for over three quarters of travelling among school children. This is also the modal method of transport. The second most common method of transport is car, however this only accounts for 20% of travelling methods, compared to 87% that use walking. The first point in my hypothesis has evidence that supports the fact that it is true because a greater proportion of South African school children walk than that of school children in England.

From the South African results alone, it is established that the most popular method of travel among South-African school-children is walking. Although this display of results complies with my hypothesis, it could be said that it doesn’t go to the extent of supporting it because it was discovered that school-children in both England and South-Africa use walking as the preferred method of travel. However, because a greater number of children in South Africa use walking, this evidence supports my hypothesis.

Distance travelled is often related to time because obviously, the further you live from a certain destination; the further it takes to get to that destination and in the majority of cases, the time increases as travel distance gets further. This is not always the case however, and it is therefore important for me to consider speed as another factor in the investigation. I will see from my results whether English or South African children have to travel a further distance and this will aid me in comparing time taken. After I have used data of travel distance, I will then investigate time taken to see if distance and time relate to each other.

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I'm Sophie Gosser!

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