Effectiveness of Excel-Assisted Instruction in Teaching Statistics for Learners’ Acquisition of 21st Century Skills
Gift Muke Kazika – https://orcid.org/0000-0002-2264-753X
Department of Mathematics Education, Mansa College of Education, Mansa, Zambia
Priestly Malambo – https://orcid.org/0000-0002-6652-46971
Department of Mathematics & Science Education, University of Zambia, Lusaka, Zambia
Email: giftkazika70@gmail.com
Abstract: The integration of computer technologies in mathematics education can equip learners with the essential skills needed to succeed in the information and technology age. This study aimed to investigate the effectiveness of Excel Assisted Instruction (EAI) in teaching statistics for learners’ acquisition of 21st century skills (21CS). The research was conducted with Grade 11 learners at Mwense Secondary School in Luapula Province, Zambia. An embedded quasi-experimental design was implemented. Both qualitative and quantitative data were collected. The experimental group received statistics lessons using EAI, while the control group was taught through conventional methods. Prior to the intervention, a diagnostic assessment on 21CS was administered to the two groups, followed by a focus group discussion interview. Qualitative data were analyzed thematically, while MS Excel was used to score and organize the quantitative data. Descriptive statistics, independent sample t-tests, and Mann-Whitney U tests were conducted using SPSS V27.0 for data analysis. The results indicated a statistically significant difference (sig < .001) in the scores of learners taught with EAI (Mean = 82.27%, SD = 3.38) compared to those taught via the conventional method (Mean = 39.23%, SD = 4.12). It found that learners in the experimental group demonstrated better 21CS compared to those in the control group. These findings were further supported by themes that emerged from the interview discussions. The study revealed that EAI is effective in teaching secondary school statistics and promoting the development of 21CS.
