Enhancing students’ attitudes towards statistics through innovative technology-enhanced, collaborative, and data-driven project-based learning

Abstract

Abstract Given the substantial body of educational research highlighting the significant influence of student attitudes on academic performance, particularly in disciplines like statistics where anxiety is prevalent, there is a need to investigate how innovative methodologies could reshape these attitudes. This paper will capitalize on the advancements from previously uncombined innovative methodologies of teaching statistics, such as project-based learning, data analytics, collaborative work, or the use of technology. Specifically, this paper reports on the design, implementation, and evaluation of innovative technology-enhanced, collaborative, and data-driven project-based learning, aiming to positively impact students’ attitudes towards statistics as a cornerstone to improve statistical knowledge. To achieve this, a quasi-experimental research study involving 174 secondary students was undertaken, with participants divided into an experimental group (EG) and a control group (CG). Results indicate a notable positive shift in attitudes among EG students following the intervention. The EG students decreased their anxiety after the intervention and, increased their affect and positive attitude toward using technology for learning statistics. By contrast, the CG students do not show any positive effect on their attitudes. These findings underscore the potential of the innovative instructional design implemented in this project to not only foster practical statistical problem-solving skills but also cultivate positive attitudes crucial for statistical competence. Educational implications are discussed.