College of Teacher Education Students’ Mastery of Statistical Concepts: Basis for Proposed Enhancement Program

Janzen A. Gabio and Allan Jay S. Cajandig
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Janzen A. Gabio: Ramon Magsaysay Memorial Colleges, General Santos City, Philippines
Allan Jay S. Cajandig: Sultan Kudarat State University, Tacurong City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 2269-2284

Abstract: In the 21st century, data-driven decision-making in education requires statistical literacy. Underprepared teachers, high pupil-teacher ratios, and restricted resource access make statistical concepts challenging for students globally, including in the Philippines. This study aimed to assess the mastery level of statistical concepts among CTE students at Ramon Magsaysay Memorial Colleges (RMMC), identify the factors influencing their statistical mastery, and the challenges they faced in learning statistics. Using a descriptive-correlational survey design, data were collected from 441 fourth-year CTE students through standardized tests and self-developed questionnaires. Results revealed that students generally demonstrated moderate mastery of statistical concepts, with most having low mastery. Cognitive factors like prior knowledge, problem-solving skills, and cognitive load significantly influenced statistical mastery, and affective factors like attitude, anxiety, and self-efficacy. Instructional factors also influenced statistical mastery, such as teaching methods, use of technology, clarity of instruction, and assessment practices. Aside from that, contextual factors like learning environment, resource availability, and cultural context were found to influence their statistical mastery. Personal factors such as learning style, time management, and persistence also influenced their statistical mastery. Moreover, the relationship was not statistically significant despite a weak positive correlation between influencing factors and mastery levels. Aside from that, students encountered several challenges in learning statistics, including retaining statistical concepts, real-life applications, cognitive overload, and access to adequate learning resources. The study concludes with a proposed enhancement program focusing on remedial classes, innovative teaching methods, stress management, and improved resource access to equip future educators with essential statistical skills.

Date: 2025
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