Abstract
As statistical literacy is emphasized as one of key competences, there is an increasing social concern for reforming statistics education. In this context, this study analyzed high school students’ statistical project reports to investigate the characteristics of their statistical literacy. The analysis revealed the difficulties that students may experience in designing and conducting data collection, analysis, and making statistical inference with coherence to research questions. This suggests that statistics instruction should provide students with opportunity to analyze the validity of an entire statistical inquiry process. In addition, the students experienced difficulty in applying statistical concepts and principles. So statistics instruction should provide authentic learning experience to help students understand the connection between statistics and real world. Lastly, it is necessary to develop instructional materials and activities to enhance students’ critical awareness and ethics toward statistical information.
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