Abstract:

This study reports the design, implementation, and mixed methods evaluation of a staged, ICT integrated statistics curriculum that progressively developed data literacy and statistical problem solving in Grades 3–6. The curriculum addressed limitations of conventional "Data Utilization" instruction—overreliance on textbook examples, weak emphasis on the initial PPDAC (Problem, Plan, Data, Analysis, Conclusion) phases, and limited use of ICT visualisation—by sequencing age appropriate data tasks and scaffolds across grade levels. The central hypothesis was that early, systematic use of Excel based visualisation combined with repeated, teacher scaffolded PPDAC inquiry tasks enhances students' capacity to formulate questions, plan data collection, perform analysis, and draw evidence based conclusions about authentic global issues such as the Sustainable Development Goals (SDGs).
　
The programme was implemented at one elementary school from 2020–2023. Grade level learning goals were: Grade 3 — categorical data and bar charts; Grade 4 — time series and rate of change with meteorological data; Grade 5 — proportional graphs and purposeful graph selection from a school wide survey; Grade 6 — full PPDAC investigations using the Sustainable Development Report (2015–2021) rankings dataset. Lessons emphasised question formulation, dataset creation or selection, Excel based analysis (descriptive statistics, histograms, line graphs), interpretation of analytic limits, and reflective critique of data driven claims. Teaching materials included explicit lesson plans, teacher scaffolds, and Excel worksheets used in one to one device lessons.
　
Evaluation used convergent mixed methods. Quantitative measures compared class performance with national assessment benchmarks on targeted items and used a validated self efficacy questionnaire. Quantitative results showed higher performance on items requiring interpretation of combined bar charts and two dimensional tables (class: 68.5% vs. national: 56.4%; class: 75.9% vs. national: 64.8%), lower non response rates, and stronger agreement that mathematics is useful in future life (83.6% vs. 73.0% nationally). Qualitative analysis of classroom artefacts, group reports, and lesson transcripts documented developmental shifts from descriptive reading toward variable generation, causal questioning, and critical reflection about dataset scope and aggregation effects.
　
Limitations include a single school sample, lack of a contemporaneous control group, short longitudinal span for some analyses, and occasional data presentation errors in student work that informed teaching refinements. Practical implications are that systematic, scaffolded ICT integration from lower grades and continuous PPDAC practice can strengthen elementary numeracy and foster transferable data practices across subjects. The paper provides reproducible curriculum materials, assessment rubrics, and teacher guidance to support replication in other one to one device environments. Recommendations for future research include controlled comparisons, process product scoring of PPDAC stages, and broader datasets to examine transfer and long term retention.

Keywords:

Statistical education, PPDAC, SDGs, elementary curriculum, problem solving.