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Author(s): Benjamin Apam.

Volume/Issue: Volume 9, Issue 3 (2026)

Page No: 1-27

Journal: African Journal of Mathematics and Statistics Studies (AJMSS)

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Abstract:

This study examined how Junior High School learners’ statistical reasoning is configured across data representation, computation, interpretation, comparison, and evidence-based conclusion drawing. Drawing on a cross-sectional assessment of 437 JHS 2 learners from 13 schools in Bolgatanga Municipality, Ghana, the study used latent profile analysis to identify learner subgroups and multinomial logistic regression to examine predictors of profile membership. A three-profile solution was retained: emerging statistical reasoning, developing procedural reasoning, and advanced balanced reasoning. The largest profile showed relatively stronger computation and data representation but weaker interpretation, comparison, and evidence-based conclusion drawing, indicating that procedural data handling does not necessarily translate into statistical reasoning with evidence. Prior mathematics achievement, textbook access, private school attendance, data-task exposure, and school location were associated with profile membership. The study contributes to statistics education research by providing a construct-linked, person-centred account of how school-level statistical reasoning varies within an under-represented African basic education context and by showing how profile evidence can inform differentiated instruction in data-rich mathematics classrooms.

Keywords:

Statistical reasoning; Statistical literacy; Latent profile analysis; Mathematics education; Diagnostic assessment.

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