Mathematical Misconceptions on Selected Topics in Statistics and Probability among Grade 11 Students of Lumampong National High School-Indang Annex Senior High School

Abstract

INTRODUCTION

Statistics and Probability is one of the core subjects in the Senior High School which equips students with numerical competencies that will be beneficial in conducting quantitative researches. Quantitative research, specifically Practical Research II in senior high school, utilizes both descriptive and inferential statistics. Students should be knowledgeable about these statistical competencies to ensure proper decision making in research. Mathematical misconceptions in the subject should be properly addressed so that the teacher could enhance one's teaching approaches.

METHODS

The mixed method research design was used in determining the different mathematical misconceptions on selected topics in Statistics and Probability in the 3rd Quarter of S.Y 2018-2019. Twenty grade 11 students of Lumampong NHS-Indang Annex participated in the study. Respondents were given activity sheets on the 3 very least mastered competencies in the subject (computing confidence interval, getting the mean and variance of a random variable and solving problems involving normal distribution). Chi-square test of independence was used to determine the significant relationship between respondents' demographic profile and nature and frequency of mathematical misconceptions.

RESULTS

Most of the respondents lacked comprehensive knowledge on the given statistical concepts and processes (confidence interval, random variable, and normal distribution). 90% of the respondents inaccurately gave at least one example or description of the given concept. They gave ideas not related to the given concept. Also, 16 out of 20 students wrongly performed the given statistical operation (computing confidence interval, getting the mean and variance of a random variable and solving problems involving normal distribution) although these topics were already discussed last quarter. In terms of the relationship between respondents' demographic profile and nature and frequency of misconception, the following data were obtained at 0.05 significant level: ï £2 = 2.4 for age; ï £2 = 3.8 for track and strand; ï £2 = 4.2 for gender; and ï £2 = 2.6 for final grade in the 3rd quarter.

DISCUSSIONS

Most of the mathematical misconceptions on the selected topics in Stat fall under inaccurate statistical concepts and processes retention. Also, respondents' demographic profile has no significant relationship to the nature and frequency of their misconceptions. Teachers should reflect on these findings and devise teaching strategies that could address these misconceptions.