ABSTRACT
This chapter examines the status of statistics education and practice in Nigerian secondary schools. In Nigeria, statistics has always been taught as an integral part of mathematics curriculum and this arrangement seems to have significant implications on the growth and development of statistics education as a distinct branch of knowledge deserving due recognition as it is given to other core subjects in Nigerian secondary school curriculum. First, of particular interest is to assess the adequacy of statistics content of the current mathematics curriculum for both junior and senior secondary school students in Nigeria; second, it is desired to examine the professional qualifications and training of those who serve as statistics educators in Nigerian secondary schools; third, it is equally intended to examine the adequacy of instructional materials and teaching aids required for effective and productive teaching–learning process; and lastly to assess the impact of existing professional statistical bodies in promoting statistical education and literacy among Nigerian secondary school students. In view of the fact that we now live in a data-driven world where statistical education and practice plays a vital and leading role, there is a need to address problems confronting statistical education and practice at the secondary school level of education. This chapter, therefore, focuses on experiences, challenges and opportunities that are open to statistics educators and students in Nigerian secondary schools. Using ten secondary schools drawn from Oyo state of Nigeria, we present empirical evidence that suggests that statistics education and practice is still evolving in Nigerian secondary schools. It is hoped that our findings will guide policy-makers, school administrators, researchers, professional statistical bodies and other stakeholders committed to promoting statistical education and practice in Nigeria.
