Grade 7 Students’ Statistical Skills Through Community Survey and Real-Life Data Interpretation Activities

Abstract

This study examined changes in learners’ abilities in data gathering, data presentation, data interpretation, tool usage, and conclusion-making before and after the implementation of community survey and real-life data interpretation activities. The research also investigates how this approach influences students’ critical thinking, confidence, and engagement in performing statistical tasks. Fifty grade 7 students of Anselmo A. Sandoval Memorial National High School were the participants of the study.

The study employed a descriptive research method, using survey questionnaire to determine the description of the community survey and real-life data interpretation activities. Moreover, a pre-test and post-test assessment was given to determine the effectiveness of these activities.  

The findings revealed that prior to the intervention, students possessed only moderate competence in statistical concepts, struggled with systematic data collection, and lacked confidence in interpreting and presenting results. Following the integration of community-based and real-life data activities, marked improvements were observed in accuracy, tool usage, analytical reasoning, and evidence-based conclusion-making. Students reported a stronger connection between classroom learning and real-life applications of statistics. However, challenges such as limited learning resources, unequal participation in group tasks, shyness in community interactions, and time constraints persisted.

To address these concerns, the study recommends providing adequate learning materials, conducting confidence-building and data management workshops, promoting structured peer collaboration, integrating time management strategies, and strengthening teachers’ capacity in contextualized instruction. These steps aim to enhance students’ statistical literacy, critical thinking, and overall engagement in mathematics.