Teachers’ Perspectives on Learning Activities for Fostering Statistical Literacy Among Upper Secondary Students
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Abstract
Developing a prototype of learning activities grounded in the implementation context requires an initial understanding of teachers’ perspectives as those who will adapt and apply the prototype activities in the classroom. These perspectives help reveal the feasibility, conditions, and limitations of implementing learning activities in real classroom settings. This study aimed to explore teachers’ perspectives regarding (1) the characteristics of desired learning activities and (2) the problems and obstacles in learning management for enhancing statistical literacy among upper secondary school students. The informants were four upper secondary school statistics teachers during the second semester of the 2025 academic year at Rachineeburana School, Nakhon Pathom Province by purposive sampling. The research instruments included focus group discussion prompts, which yielded a content validity index of 1.00, and field notes. Data were analyzed using thematic analysis based on a conceptual framework. The findings revealed that (1) statistical learning activities should be designed to connect with real-life situations and provide opportunities for students to engage with data through questioning, reasoning, interpretation, and communication based on statistical evidence. Such activities aim to develop conceptual understanding while encouraging discussion and the expression of evidence-based positions, thereby fostering students’ confidence and positive attitudes toward using data for real-life decision-making; and (2) the problems and obstacles in learning management to develop statistical literacy were complex and multifaceted. They involved structural constraints in instructional management system, students’ prior knowledge and skills, as well as their mindsets and classroom learning environments. These factors often result in instruction that emphasizes calculation procedures rather than the interpretation of data, the communication of reasoning, and the use of statistical evidence for decision-making.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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