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1. A Case Study Investigating Statistics 4040:
Attitudes, Challenges & Limitations Faced
by Secondary School Students
Henny Sunartie Tiga
Maktab Sains Paduka Seri Begawan Sultan
Ministry of Education
Brunei Darussalam
Masitah Shahrill
Sultan Hassanal Bolkiah Institute of Education
Universiti Brunei Darussalam
Brunei Darussalam
The Asia Pacific Educa/onal Research Associa/on
& The Hong Kong Educa/onal Research Associa/on
(APERA – HKERA)
Interna/onal Conference 2014
The Hong Kong Ins/tute of Educa/on
19 ‐ 21 November 2014

2. Brunei Darussalam
Popula0on:
408,786 (2012 est.)
Income per capita:
$51,600 (2010, 8th)
No income tax in Brunei
Area:
5,765 sq km
Districts:
Brunei‐Muara, Tutong, Belait,
Temburong
Singapore
Brunei
Darussalam
Age Structure
0‐14 years: 25% (male 52,808 / female 49,584)
15‐24 years: 17.7% (male 35,601 / female 36,575)
25‐54 years: 46.7% (male 93,564 / female 97,419)
55‐64 years: 6.9% (male 14,613 / female 13,670)
65 years and over: 3.7% (male 7,293 / female 7,659)
(2012 est.)
Median Age
Total: 28.7 years
Male: 28.5 years
Female: 28.9 years
(2012 est.)
Source: hLp://www.indexmundi.com/brunei/demographics_profile.html

3. What is Statistics 4040?
• Statistics 4040 is offered by Cambridge
International Examinations Board (CIE).
• It enables learners to acquire knowledge of basic
statistical ideas, methods and terminology.
• In 2012, Statistics 4040 was Kirst introduced in
Brunei and there is only one school that offered
this subject in Brunei.
3

4. Introduction
• The aim of this study was to investigate students’
attitudes, challenges and limitations in learning
Statistics 4040.
• The results from this study will provide
preliminary Kindings on the introduction of
Statistics 4040.
• It provides educators and researchers with useful
information regarding the challenges in teaching
and learning of Statistics 4040.
4

5. Literature Review
5
Literature Topic Their Eindings Relevance
Watson
(2013)
Statistics
Education
Being able to provide
good evidence‐based
arguments and able to
evaluate data critically.
The importance of
Statistic 4040
Gal, Ginsburg
& Schau
(1997);
Schau &
Emmioglu
(2012)
Attitudes in
Statistics
Education
• InKluences in teaching
and learning processing.
• Use of statistics in daily
life.
• Tendency in choosing a
statistics‐based course
in the future.
Positive attitude
helps in studying
statistics
Khalid
(2006)
Trends in
Statistics
Education
Students tend to memorise
without understanding.
Challenges in
statistics
education

6. Methodology
6
Research
Focus
Sample
size
Data Collection
Tools
JustiEication
Attitudes 42 students • A survey of Attitudes
Towards Statistics
(SATS with 36 items)
were distributed to
sample students.
• SATS measures 6
aspects of students’
statistics attitudes.
Psychometric
assessment of
students’ attitudes.
Challenges &
Limitations
8 students Semi‐structured
students’ interviews
Students’ real
testimonies can
provide insight of
their challenges with
statistics.

7. 7
Students’ Attitudes
FINDINGS
Aspects Findings
Affects Students have mixed feelings regarding statistics.
Cognitive
competence
Students believed they learnt and understood
statistics taught in class.
DifKiculty Students found statistics complicated.
Value Students felts that acquiring statistical skills would
make them more employable.
Interest They expressed their willingness to learn
statistics and to understand statistical information.
Effort Majority have put in a lot of effort to learn
statistics.

8. Students’ challenges
There was a lack of resource (textbook/ peer‐to‐
peer/ on‐line).
Students took up statistics in response to their
parents’ expectations rather than their interest.
FINDINGS
8

9. Conclusions
• In general, the students were optimistic in learning
Statistics 4040.
• It is difKicult for students to Kind relevant resources.
9

10. Implications
• Statistics 4040 enables students to gain employable
skills.
• Statistics 4040 prepares students to solve real world
statistical problems.
• Teachers need to provide their students with the
right curriculum so that they can develop into critical
thinkers.
10

11. Recommendations
• More resources should be made available for
students.
• Research should be extended beyond O Level.
• Positive results obtained in this study may
encourage other schools to introduce Statistics
4040 in their school syllabus
11

12. References
12
Cambridge International Examinations Board (CIE) (2013). Cambridge O Level
Statistics Syllabus code 4040. Cambridge International Examinations Board,
University of Cambridge: United Kingdom.
Gal, I., Ginsburg, L., & Schau, C. (1997). Monitoring attitudes and beliefs in
statistics education. The assessment challenge in statistics education, 37‐51.
Khalid, M. (2006). Mathematical thinking in Brunei curriculum: implementation
issues and challenges. Progress report, "Collaborative Studies on Innovations for
Teaching and Learning Mathematics in Different Cultures (II) ‐ Lesson Study
focusing on Mathematical Thinking". CRICED: University of Tsukuba.
Schau, C. & Emmioglu, E. (2012). Do introductory statistics courses in the United
States improves students’ attitudes?. Statistics Education Research Journal, 11(2),
86‐94.
Watson, J. M. (2013). Statistical literacy at school: Growth and goals. New Jersey:
Routledge.

13. Ms Henny Sunartie Tiga (henny_tiga@hotmail.com)
Dr Masitah Shahrill (masitah.shahrill@ubd.edu.bn)
13
THANK YOU
Acknowledgment
PowerPoint presentation prepared by Miss Vivian Tsang Hiu Man
(BSc, MTeach – graduating in 2015)
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