Needs Assessment of Teachers’ Instruction for Fostering Statistical Literacy among High School Students in Nakhon Pathom Province
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Abstract
Instruction aimed at promoting statistical literacy focuses on enabling students to use their knowledge to understand and critically evaluate statistical information. Consequently, several distinct instructional needs must be addressed. This research aims to (1) assess teachers’ instructional needs for promoting students’ statistical literacy, and (2) examine teachers’ demands for supportive resources that facilitate the enhancement of their instructional practices in promoting students’ statistical literacy. The participants include 38 high school statistics teachers from schools under the secondary educational service area office, Nakhon Pathom. The research instruments consist of a set of questionnaires. The data analysis employing arithmetic mean, standard deviation, the modified priority needs index (PNI modified) and content analysis.
The research findings revealed that (1) statistical knowledge, mathematical knowledge, context knowledge, critical question skills, and the critical stance were identified as urgent needs, with PNI modified ranging from 0.30 to 0.54. The highest priority need was the critical stance (0.54), followed by context knowledge (0.52), critical question skills (0.49), statistical knowledge (0.31), mathematical knowledge (0.30), literacy skills (0.25), and beliefs and attitudes (0.21), respectively; and (2) teachers’ demands for supportive resources were identified across eight key aspects: instructional activity design guidelines, professional development, instructional media and technology, learning activities, teaching approaches, statistical data sources, assessment and evaluation guidelines, and instructional time.
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