LEVERAGING STATISTICAL MODELLING KNOWLEDGE IN HIGHER EDUCATION

Abstract

This study investigates the knowledge levels of statistical modelling among students in higher education, highlighting significant variances in comprehension and engagement. A convenience sample of one hundred and forty-eight (n = 122) first-year undergraduates comprising 71 females (65.5%) and 51 males (34.5%) aged 16 to 28 years old participated in the study. The data reveals that a large proportion of students fall within the low (39.34%) and very low (20.49%) knowledge categories, while only a small fraction demonstrates high (11.48%) or very high (7.38%) proficiency. These findings underscore the critical need for enhanced educational strategies to improve students' understanding of statistical modelling. The implications suggest that without targeted interventions, students may struggle with applying statistical concepts in real-world scenarios, impacting their academic and professional success.  This study provides a foundation for further exploration into improving statistical education in Nigeria, ensuring students are better equipped to meet academic and professional demands.