Linking to the real world: contextual teaching and learning of statistical hypothesis testing

Abstract

The study used experimental research design to randomly selected senior high school students in analysing their attitude and achievement in statistics when contextual teaching is implemented. In addition to structured questionnaires, semi-structured interviews with the students were also conducted to provide rich descriptions about learning experiences with contextual teaching. Results revealed that students have positive attitude towards statistics and that students learn better with contextualized instruction than direct instruction. With this, contextualized instruction must be promoted in teaching statistics. By linking it to the real world, students would be able to view statistics more than just a subject.  Thus, it makes the statistical hypothesis testing learning more enjoyable and exciting.