Using Real-Life Situations in Promoting Statistical Reasoning on Measures of Central Tendency of Twelfth-Grade Students

Abstract

This research aimed 1) to study the guidelines of learning activities using real-life situations to promote statistical reasoning and 2) to study the statistical reasoning ability of the students after using real-life situations learning activities. The sample was 34 twelfth-grade students in the second semester of the academic year of 2021, who were selected by using cluster random sampling. The research instruments consisted of 1) lesson plans, 2) math exercise, and 3) statistical reasoning test on measures of central tendency test. The data were analyzed by using percentage, arithmetic mean, standard deviation, and one sample t-test. The research results revealed that learning activities promoting statistical reasoning should focus on selecting situations, using questioning techniques, and providing learning environments.The situations used in the lessons should be relevant to students or of student interest. In addition, the learning atmosphere should encourage students to express their opinions and discussions in the classroom. Employing variety of questions to engage students to the learning activities and stimulate their thinking, analyzing, and reasoning. After the lessons, the students’ statistical reasoning ability on the measures of central tendency was statistically higher than the 60 percent at the .05 level of significance. The average score was 76.27 percent of the total score.