SHS2 Mathematics · Semester 2 Week 12: Statistical Reasoning and Its Application in Real Life

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Design a data collection instrument (questionnaire, interview guide, checklist, observation guide, etc.) by employing a feasible digital technology (where available) and using it to collect real-life data.

By the end of the lesson, learners can:

Identify and describe at least four types of data collection instruments (questionnaire, interview guide, checklist, and observation guide) and state one situation where each is most appropriate.
Design a complete questionnaire on a given school-based topic, containing at least six well-worded questions with appropriate response formats (open-ended, closed-ended, or Likert scale).
Use a digital tool such as Google Forms, Microsoft Word, or Excel to produce a clean, printable version of a data collection instrument.
Administer the designed instrument to collect real-life data from at least ten respondents within the school community.
Present the collected data to the class, explaining the procedure used and justifying why the chosen instrument was appropriate for the task.

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Curriculum details

Strand: Making Sense of and Using Data (Strand 4)
Sub-strand: Statistical Reasoning and Its Application in Real Life (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate conceptual understanding of data handling in relation to designing and validating a variety of data collection methods. 2.4.1.LO.1 Design a data collection instrument and justify its appropriateness for collecting everyday life data to address a contextual issue.
Indicator: 2.4.1.LI.1 - Design a data collection instrument (questionnaire, interview guide, checklist, observation guide, etc.) by employing a feasible digital technology (where available) and using it to collect real-life data.
Suggested placement: Semester 2, Week 12 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 272

Exemplars (from the NaCCA curriculum)

Experiential Learning: In collaborative and mixed-gender/ability groups, engage learners to explore and design various data collection instruments around these types of student surveys:
- Student Satisfaction Survey
- Student perception survey
- Student Course Evaluation Questions
- Student Environmental Surveys/interviews
- Student Harassment/Corporal Punishment Survey
Experiential Learning: Using convenient groups, learners design their own survey questionnaires using questions like: Student perception survey questions about the class
- Which activities in the classroom do you enjoy the most?
- Given a chance, what is one change that you would like to see?
- Do you have supportive classmates?
- What motivates you to learn more?
- Do you think that the school provides you with adequate sports facilities?
- How many hours do you spend learning on your own?
- Do you partake in any extracurricular activities?
- How much time do you spend on homework and quizzes every day?
Using convenient groups, task learners to use computer application software like MS Word, Wordpad, Excel, Apple TextEdit, Corel WordPerfect, Dropbox Paper, Google Docs, LibreOffice, etc., to design a data collection instrument. Encourage learners who demonstrate good behaviour and skills in working towards group goals.
Collaborative Learning: Engage learners to use the designed instrument to collect the appropriate data and present the report to the class, including the procedure adopted in collecting the data. Learners should be encouraged to use feasible technology to collect the data and talk about the appropriate ways of using the IT tools.
Teaching and Learning Resources:
- * Samples of questionnaires, interview guides, observation guides, etc. * Computer application software such as Excel, MS Word, Wordpad, etc. * Mathematical sets * Technology tools such as computers, mobile phones, etc
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.