Trends in Statistics Education Research at the School Level in Thailand
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Abstract
Although school-level statistics education in Thailand has developed continuously, both in the curriculum and in classroom practice, the state of research in this field remains unclear. This study aimed to (1) examine the trends in school-level statistics education research in Thailand in terms of the number of articles over time, research categories, and research methodology, and (2) analyze the overall findings within each category. A systematic literature review was conducted. A total of 475 articles published between 2002 and 2024 were retrieved from Scopus, Web of Science, and the Thai-Journal Citation Index. This period began after the announcement of the first national curriculum that included statistics content at every grade level. Following the PRISMA guidelines, 37 articles were selected and analyzed through content analysis based on predefined research categories. The results showed that, in temporal terms, articles appeared intermittently in the early period and increased markedly from 2019 onward, with more than three-quarters published in the last six years of the review period. In terms of categories, most articles focused on teaching statistics, whereas few addressed learning statistics, teacher resources, and the statistics curriculum. Additionally, no articles were found in the categories of teacher orientations and data science. Methodologically, most articles employed quantitative methods, whereas qualitative and mixed-methods research were limited. The findings suggest that the empty categories may reflect the conceptual structure of research in Thailand rather than only a shortage of research.
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