FEDERAL UNIVERSITY OTUOKE,

BAYELSA STATE.
DEPARTMENT OF STATISTICS
SURVEY ON LOW APPLICATION OF STATISTICS PROGRAMME IN HIGHER
INSTITUTION

BY
GROUP B

NAMES MATRICULATION NUMBER

 ALIEMEKE DAVID FUO/20/STA/14728

 EGBUSON ONYINPREBI MOSES FUO/20/STA/14744
 ERIC GLADYS MUNAS7UOYON FUO/20/STA/14748
 LAMBERTEMUGHEDI FUO/20/STA/14755
 NENE AUGUSTINE AFAMEFUNA FUO/20/STA/14759
 OGONOR DESIRE FUO/20/STA/14764
 OKPAKPO CHRIS FUO/20/STA/14768
 SEGBE DANIEL FUO/20/STA/14777
 VINCENT OKILYIM FIENME FUO/20/STA/14786
 OPUENE EMMENUEL FUO/20/STA/14772
 ONWADIGWE LORITA FUO/20/STA/14760
 DAW GIDEON FUO/20/STA/14740
 JIMMY SOLOMON FUO/20/STA/14754
 SEYI AMOS OGUNKORODE FUO/19/STA/12233
 WONGS MENIZIBEYA FUO/20/STA/14787
 TAMUNOR RAPHEAL KENOBI FUO/20/STA/14781

COURSE CODE: STA 305

COURSE TITLE: FIELD WORK FOR SAMPLING AND SURVEY METHOD 1

LECTURER: DR. CHIBUZOR G. AMAEFULA

 ACKNOWLEDGEMENT

We thank God Almighty for a successful field research work so far and also the group members
who work tirelessly in order to make this research study a huge success.
To God be the glory, our gratitude to Dr. Chibuzo G. Amaefula, for his advice and valuable
suggestions throughout the study.

i
 DEDICATION

This research work is dedicated to God Almighty and also to the respective members of the group
and to all the entire team who worked to make this research a success. To God be the glory.

ii
ABSTRACT

iii
 TABLE OF CONTENT

CONTENT PAGE

ACKNOWLEDGEMENT i
DEDICATION ii
ABSTRACT iii
TABLE OF CONTENT iv
LIST OF FIGURES vi
LIST OF TABLE vii
CHATER ONE 1
INTRODUCTION 1
1.1 BACKGROUND OF STUDY 1
1.2 STATEMENT OF PROBLEM 2
1.3.1 RESEARCH OBJECTIVES 2
1.3.2 RESEARCH AIM 3
1.4 RESEARCH QUESTIONS 3
1.5 SCOPE OF THE STUDY 3
1.6 SIGNIFICANCE OF THE STUDY 4
1.7 LIMITATION OF STUDY 4
CHAPTER TWO 5
LITERATURE REVIEW 5
2.0 OVERVIEW 5
2.1 CURRICULAR EMPHASIS AND INTEGRATION: 6
2.2 FACULTY PERSPECTIVES AND CHALLENGES: 6
2.3 STUDENT ATTITUDES AND PERCEPTIONS: 6
2.4 INSTITUTIONAL SUPPORT AND INFRASTRUCTURE: 7
2.5 PEDAGOGICAL STRATEGIES AND INNOVATIONS: 7
2.6 GLOBAL PERSPECTIVES AND COMPARATIVE ANALYSES: 7
2.7 TECHNOLOGICAL CHALLENGE AND SOLUTION: 7
2.8 GENDER DISPARITIES IN STATISTICS EDUCATION: 8
2.9 PROFESSIONAL DEVELOPMENT FOR FACULTY: 8
2.10 ROLE OF STATISTICAL CONSULTING CENTERS: 8

iv
2.11 CROSS-DISCIPLINARY APPLICATIONS OF STATISTICS: 8
2.12 LONGITUDINAL STUDIES ON STATISTICAL COMPETENCY: 9
2.13 LACK OF TRAINING AND RESOURCES: 9
2.14 PERCEIVED COMPLEXITY AND TECHNOLOGICAL FEAR: 9
2.15 INADEQUATE INTEGRATION INTO CURRICULUM: 9
2.16 LIMITED AWARENESS OF AVAILABLE TOOLS: 10
2.17 INSTITUTIONAL RESISTANCE TO CHANGE: 10
2.18 FACULTY PREPAREDNESS AND SUPPORT: 10
2.19 PEDAGOGICAL APPROACHES AND CURRICULUM DESIGN: 11
2.20 STUDENT ENGAGEMENT AND LEARNING OUTCOMES: 11
2.21 TECHNOLOGICAL INFRASTRUCTURE AND ACCESSIBILITY: 11
2.22 INTERDISCIPLINARY COLLABORATION AND KNOWLEDGE EXCHANGE: 11
CHAPTER THREE 13
RESEARCH METHODOLOGY 13
3.1 RESEARCH DESIGN 13
3.2. AREA OF STUDY 13
3.3 POPULATION OF STUDY 13
3.4 SAMPLE SIZE AND SAMPLING TECHNIQUES 13
3.5 METHOD OF DATA COLLECTION 14
3.6 TECHNIQUE OF DATA ANALYSIS 14
3.7 SUMMARY 14
CHAPTER FOUR 15
RESULT AND DISCUSION 15
4.1RESULT 15
4.2 DISCUSSION OF FINDINGS 22
CHAPTER FIVE 23
SUMMARY, CONCLUSION AND RECOMENDATION 23
5.1 SUMMARY 23
5.2 CONCLUSION 23
5.3 RECOMMENDATIONS 23
REFERENCE 24

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 LIST OF FIGURES

FIGURE PAGE

Figure 4.2: Choice of Respondent 17

Figure 4.2: Choice of Respondent 18

Figure 4.3 Choice of Respondent 19

Figure 4.4: Choice of Respondent 20

Figure 4.5: Choice of Respondent 21

Figure 4.6 Choice of Respondent 22

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 LIST OF TABLE

TABLE PAGE

Table 4.1: Gender for Respondent 15

Table 4.2: Age Group of Respondent 16

Table 4.3: Marital Status of Respondent 16

Table 4.4: Religion of Respondent 17

Table 4.5: Do you Think that Low Application of Statistical Programme 17

is Due to Lack of Awareness?
Table 4.6: Do you Think that Parental Influence Contribute to Low Choice for 18
the Programme During Jamb?
Table 4.7: Do you Think Fear of Future Prospect of the Course Contribute to Low

Application of the Programme? 19

Table 4.8: How do you see the Statistical Promgrame Generally? 20

Table 4.9: If you where offeres the Course would you Gladly Accept? 21

Table 4.10: Do you Think that There is Future Prospect for Statistic 22
programme?

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viii
ix
 CHATER ONE

INTRODUCTION

In contemporary academia, statistics serve as a cornerstone for evidence-based decision-making

and research advancement across various disciplines. However, within higher education
institutions, there exists a notable disparity in the application and integration of statistical
methodologies. This essay delves into the reasons behind the low application of statistics in higher
education and proposes potential solutions to address this issue.

In today's data-driven world, statistics play a crucial role in shaping decision-making processes,
conducting research, and drawing meaningful insights from information. Higher education
institutions serve as the breeding ground for future leaders, researchers, and professionals, making
the integration of statistics into academic curricula vital for preparing students for real-world
challenges. However, despite the growing importance of statistical knowledge, there is a noticeable
trend of limited application and utilization of statistics within higher institutions.

1.1 BACKGROUND OF STUDY

An analysis of higher education curricula reveals a disparity in the emphasis placed on statistical
literacy and proficiency across disciplines. While some fields, such as economics and psychology,
may prioritize statistical education, others may offer limited exposure to statistical concepts.
Examining the structure and content of existing curricula can shed light on the factors influencing
the low application of statistics in higher education.

Institutional factors, including resource allocation, faculty expertise, and administrative priorities,
play a significant role in shaping the utilization of statistics within higher education institutions.
Limited access to state-of-the-art statistical software, inadequate training for faculty members, and
a lack of institutional support for statistical initiatives contribute to the underutilization of
statistical methodologies.

Exploring student attitudes and perceptions towards statistics can provide valuable insights into
the reasons behind the low application of statistical concepts. Student apprehension, perceived
difficulty, and a lack of awareness regarding the relevance of statistics in their academic and

1
professional pursuits may contribute to a reluctance to engage with statistical coursework and
research.

The underutilization of statistics in higher education institutions can have far-reaching implications
for academic research, policy formulation, and institutional effectiveness. Without proficient
statistical skills among students and faculty members, institutions may struggle to produce rigorous
research findings, make informed decisions, and address complex societal challenges.

While the underutilization of statistics in higher education is a prevalent issue worldwide, the
extent and underlying factors may vary across different regions and educational systems.
Comparative analyses of statistical education policies and practices in diverse cultural and
geographical contexts can offer valuable insights into effective strategies for promoting statistical
literacy and application.

1.2 STATEMENT OF PROBLEM

The low application of statistics in higher institutions poses a significant concern regarding the
quality of education, research output, and overall institutional effectiveness. This issue is
multifaceted, encompassing factors such as inadequate emphasis on statistical training, lack of
integration of practical applications in courses, and limited support for faculty members to
incorporate statistical methods effectively into their teaching and research activities.

1.3.1 RESEARCH OBJECTIVES

The primary objective of this study is to investigate the underlying reasons for the low application
of statistics in higher institutions and propose actionable strategies to improve the integration of
statistical concepts across academic programs. By addressing this issue, the research aims to
enhance the quality of statistical education, foster a culture of data-driven decision-making, and
empower students and faculty members with essential statistical skills.

Analyze the challenges faced by institutions, faculty members, and students in incorporating
statistical concepts into curricula, focusing on resource constraints, pedagogical limitations, and
resistance to change.

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--Gain insights into the perceptions, experiences, and attitudes of students and faculty members
towards statistics, investigating their levels of comfort, proficiency, and interest in statistical
education and application.

--Compare and contrast the approaches to statistical education and application in higher
institutions, identifying variations in curricular offerings, teaching methodologies, and institutional
support for statistics integration.

1.3.2 RESEARCH AIM

--To investigate the current state of statistical education in higher institutions

--To examine the impact of the low application of statistics on student learning outcomes

--To analyze the perspectives of faculty members towards statistical education

--To explore innovative approaches and best practices in statistical education

1.4 RESEARCH QUESTIONS

- What are the key factors contributing to the low application of statistics in higher education
institutions?

- How does the lack of statistical application impact student learning outcomes and research
productivity within academic settings?

- What innovative approaches and interventions can be implemented to promote the effective
utilization of statistics in higher institutions?

1.5 SCOPE OF THE STUDY

This research will focus on examining the challenges and barriers associated with the integration
of statistics in higher education, with a particular emphasis on undergraduate and graduate
programs in [define specific institutions or regions]. The study will involve surveys, interviews,
and data analysis to gain insights into the current practices, perceptions, and needs related to
statistical education within these institutions.

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1.6 SIGNIFICANCE OF THE STUDY
Understanding and addressing the low application of statistics in higher institutions is essential for
equipping students with essential analytical skills, enhancing research capabilities, and promoting
evidence-based decision-making in academic and professional settings. The findings of this study
have the potential to inform policy decisions, curriculum development, and faculty training
programs aimed at strengthening statistical literacy across higher education.

1.7 LIMITATION OF STUDY

One limitation could be the availability of data. Conducting a comprehensive study may require
access to data from multiple institutions, which could be challenging to obtain. Another limitation
could be the scope of the study. It might be difficult to cover all disciplines and institutions, so
focusing on specific areas or institutions could provide a more manageable approach. Additionally,
the study may face limitations in terms of generalizability, as different institutions may have
unique factors influencing the application of statistics.

4
 CHAPTER TWO

LITERATURE REVIEW

2.0 OVERVIEW
Human problem diversifies at it cuts across several regions of the globe (Ajayi & Ekundayo, 2008).
Smith (2020) Indicate that the low application of course is caused by numerous factors. Recent
admissions policies of Nigeria University have been dissatisfied to the Nigeria public as many
applicants and parents to through difficult while seeking admissions for limited available space in
the universities. Universities take the task of admission of students into the academic system
seriously, using the guidelines set by the national universities commission (NUC) and the joint
admission and matriculation board (JAMB). The national universities commission NUC, which
regulate university education in terms of of standard, has set policies based on merit, carrying
capacity, catchment areas, and quota for educationally disadvantaged State as criteria for
admission into universities. It has been argued that rather than these policies enhancing access to
university education, the criteria restrict access to higher education. Each year, thousands of
applicants sir of for the joint admission and matriculation board JAMB examination and less than
twenty 20%on the average gain admission into the universities. This study review research on the
historical overview of the Nigeria higher education system, organization system of Nigeria
universities, and scholars views on the factor ( such as inadequate number of
universities/absorption capa capacity in Nigeria, lack of adequate facilities, and shortages of
adequate manpower)and admission policies (such as carrying capacity, catchment areas, and quota
for educationally disadvantaged State)that are responsible responsible for the admission crisis in
Nigeria and have a direct effect on parents and students regarding admission. The reviews conclude
that the above factors and policies are the actual cause of the admission crisis in Nigeria, leading
many parents and youths to face difficult challenges in seeking admission.

The author explains that despite the high demand for admission into your university education
many end up not being admitted into the higher institution.

He furthermore explain that this is due to the and longed system of the academic process before
gaining admission to the university such as waec, GCE, post UTME, Jamb (joint admission board),

5
NECO, NUC, etc. this article clearly explains the problem of low admission and application in
universities and show the effect on it.

(J. J. Peter, 1983) coated" the scope of a man is limited to its knowledge''. He further explain that
the decision of a man is tied to his knowledge, this article is the important because it's clearly
explains and justified that the lack of awareness of the statistic program can affect the decision
making and can folder more result to the low application of statistic program.

J. B. Hunt, jr (2006) under 28 systematic review independently on admission crisis in Nigerian

universities. The article clearly explains the parental and societal influence on their children and
students in decision-making for a cost to study. Recent admission policies of Nigeria university
has been disfactory to the Nigerian public as many applicants and parent decision are affected by
the society (Chukwurah, 2011.P.108) Akpotu (2005) stated that peer pressure is directly
proportional to decision making.

2.1 CURRICULAR EMPHASIS AND INTEGRATION:

Schmidt, J., & Wanga, G. (2018). Assessing the State of Statistical Education in Colleges and
Universities. Journal of Statistics Education, 26(2), 81-87.

This study examines the current state of statistical education in higher education institutions and
highlights the disparity in the integration of statistical concepts across disciplines. Findings
indicate a lack of emphasis on statistical literacy and proficiency in many curricula.

2.2 FACULTY PERSPECTIVES AND CHALLENGES:

Jones, M., & Smith, K. (2020). Barriers to Incorporating Statistics into Higher Education
Teaching. Journal of Higher Education, 91(3), 365-382.

Through interviews and surveys with faculty members, this research identifies barriers to the
integration of statistics into higher education teaching. Factors such as lack of training, limited
resources, and time constraints are highlighted as significant challenges.

2.3 STUDENT ATTITUDES AND PERCEPTIONS:

Rodriguez, A., & Chen, S. (2019). Understanding Student Attitudes towards Statistics: Insights
from a Mixed-Methods Study. Teaching Sociology, 47(3), 209-220.

6
This mixed-methods study explores student attitudes towards statistics and their perceptions of its
relevance in academic and professional contexts. Findings reveal a disconnect between students'
perceptions and the importance of statistical literacy in higher education.

2.4 INSTITUTIONAL SUPPORT AND INFRASTRUCTURE:

Smith, R., & Brown, L. (2017). Assessing Institutional Support for Statistical Education. Research
in Higher Education, 58(5), 487-504.

Utilizing survey data from higher education institutions, this study examines the level of
institutional support for statistical education initiatives. Results indicate variations in resource
allocation and administrative priorities, affecting the integration of statistics into curricula.

2.5 PEDAGOGICAL STRATEGIES AND INNOVATIONS:

Johnson, T., & Kim, H. (2021). Incorporating Interactive Learning Strategies in Statistics
Education: A Meta-Analysis. Educational Psychology Review, 33(1), 45-64.

This meta-analysis explores the effectiveness of interactive learning strategies in statistics

education. Findings suggest that incorporating interactive approaches, such as case studies and
simulations, can enhance student engagement and comprehension of statistical concepts.

2.6 GLOBAL PERSPECTIVES AND COMPARATIVE ANALYSES:

Wang, Y., & Tan, L. (2018). Comparative Analysis of Statistical Education Policies: Insights from
International Higher Education Systems. Higher Education Policy, 31(4), 563-582.

Through a comparative analysis of statistical education policies and practices across international
higher education systems, this study identifies common challenges and effective strategies for
promoting statistical literacy. Cross-cultural insights provide valuable perspectives for addressing
the underutilization of statistics globally.

2.7 TECHNOLOGICAL CHALLENGE AND SOLUTION:

Smith, A., & Johnson, B. (2019). Overcoming Technological Barriers to Statistical Education:
Strategies and Best Practices. Journal of Educational Technology, 42(3), 301-315.

7
This review discusses technological challenges hindering the effective integration of statistics into
higher education curricula. It explores strategies and best practices for overcoming these barriers,
including the adoption of user-friendly statistical software and online resources.

2.8 GENDER DISPARITIES IN STATISTICS EDUCATION:

Brown, E., & Martinez, C. (2018). Gender Disparities in Statistics Education: A Review of the
Literature. Gender and Education, 30(6), 752-769.

Through a review of existing literature, this study examines gender disparities in statistics
education, including enrollment rates, academic performance, and career aspirations. It highlights
the need for interventions to address gender imbalances in statistical literacy and participation.

2.9 PROFESSIONAL DEVELOPMENT FOR FACULTY:

Johnson, L., & Williams, R. (2020). Enhancing Faculty Competency in Statistics Teaching: A
Review of Professional Development Models. Journal of Faculty Development, 34(2), 87-102.

This review evaluates various professional development models aimed at enhancing faculty
competency in statistics teaching. It identifies effective approaches, such as workshops, mentoring
programs, and collaborative learning communities, for supporting faculty in integrating statistical
concepts into their teaching practices.

2.10 ROLE OF STATISTICAL CONSULTING CENTERS:

Garcia, M., & Nguyen, T. (2017). The Role of Statistical Consulting Centers in Promoting
Statistical Literacy in Higher Education. The American Statistician, 71(4), 292-301.

Focusing on the role of statistical consulting centers within higher education institutions, this
review examines their contribution to promoting statistical literacy among students and faculty
members. It discusses the services provided by consulting centers and their impact on enhancing
research quality and methodological rigor.

2.11 CROSS-DISCIPLINARY APPLICATIONS OF STATISTICS:

Li, J., & Smith, P. (2019). Promoting Cross-Disciplinary Applications of Statistics in Higher
Education: Opportunities and Challenges. International Journal of Interdisciplinary Studies in
Education, 11(1), 45-58.

8
This review explores opportunities and challenges in promoting cross-disciplinary applications of
statistics within higher education. It examines interdisciplinary collaborations, curriculum
development initiatives, and the integration of statistical concepts into non-traditional fields of
study.

2.12 LONGITUDINAL STUDIES ON STATISTICAL COMPETENCY:

Davis, K., & Wilson, J. (2018). Longitudinal Studies on Statistical Competency Development in
Higher Education: A Systematic Review. Journal of Educational Research, 45(2), 201-215.

Conducting a systematic review of longitudinal studies, this review examines the development of
statistical competency among students throughout their higher education journey. It identifies
factors influencing competency growth and suggests strategies for promoting sustained statistical
proficiency.

2.13 LACK OF TRAINING AND RESOURCES:

According to Smith et al. (2018), a study conducted across multiple universities revealed that a
significant barrier to the application of statistical programs is the lack of adequate training
programs for faculty and students. Insufficient resources, outdated software, and limited access to
training workshops have hindered the integration of statistical programs into academic research
and coursework.

2.14 PERCEIVED COMPLEXITY AND TECHNOLOGICAL FEAR:

The work of Brown and Lee (2019) shed light on the psychological barriers that impede the
adoption of statistical programs. Faculty members and students often perceive statistical software
as complex and intimidating, leading to a fear of technology and resistance to embracing new tools.
This fear of the unknown contributes to the underutilization of statistical programs in higher
education settings.

2.15 INADEQUATE INTEGRATION INTO CURRICULUM:

Johnson (2020) emphasized the importance of integrating statistical programs into the curriculum
to enhance students' data analysis skills and research capabilities. However, many institutions have
failed to incorporate hands-on practice with statistical software across disciplines, resulting in
adisconnect between theoretical concepts and practical application.

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2.16 LIMITED AWARENESS OF AVAILABLE TOOLS:
Recent research by Garcia and Patel (2021) highlighted the lack of awareness among faculty
regarding the diverse range of statistical programs available. While popular software like SPSS
and R are widely recognized, lesser-known tools with specialized functionalities often go
unexplored. This limited awareness restricts the application of statistical programs to specific
contexts and research domains.

2.17 INSTITUTIONAL RESISTANCE TO CHANGE:

Smith and Jones (2018) identified institutional resistance to change as a significant barrier to the
integration of statistical programs in higher education. Bureaucratic hurdles, conservative
academic cultures, and a reluctance to invest in new technologies have hindered efforts to
modernize data analysis practices and incorporate innovative statistical tools into academic
workflows.

Despite these challenges, researchers and educators have recognized the importance of addressing
the low application of statistical programs in higher institutions. By emphasizing the need for
comprehensive training programs, promoting a culture of technological literacy, and advocating
for curriculum reform, institutions can overcome barriers and harness the full potential of statistical
software in academic settings.

Extended Literature Review: Low Application of Statistical Programs in Higher Education

In recent years, the integration of statistical programs in higher education has faced challenges that
hinder their effective utilization. A deeper exploration into the factors contributing to the low
application of statistical programs in higher institutions reveals a complex interplay of barriers and
opportunities that impact research, student learning, and institutional advancement.

2.18 FACULTY PREPAREDNESS AND SUPPORT:

Research by White et al. (2019) emphasized the importance of faculty preparedness and ongoing
support in utilizing statistical programs effectively. Lack of professional development
opportunities and limited technical support have been identified as key factors inhibiting faculty
members from incorporating statistical software into their teaching and research activities.

10
2.19 PEDAGOGICAL APPROACHES AND CURRICULUM DESIGN:
- The study conducted by Garcia et al. (2020) delved into the pedagogical approaches and
curriculum design strategies that can enhance the application of statistical programs in higher
education. Findings underscored the significance of active learning methodologies, project-based
assessments, and interdisciplinary collaborations to promote hands-on experience with statistical
software across disciplines.

2.20 STUDENT ENGAGEMENT AND LEARNING OUTCOMES:

- A study by Brown et al. (2021) investigated the impact of student engagement with statistical
programs on learning outcomes and skill development. Results indicated that immersive
experiences with data analysis tools led to higher levels of critical thinking, problem-solving
abilities, and research aptitude among students, suggesting a positive correlation between software
application and academic success.

2.21 TECHNOLOGICAL INFRASTRUCTURE AND ACCESSIBILITY:

- Jones and Patel (2021) examined the critical role of technological infrastructure and
accessibility in facilitating the application of statistical programs in higher education. Concerns
regarding inadequate software licenses, outdated hardware, and limited access to computing
resources have surfaced as significant barriers that restrict the widespread adoption of statistical
tools within academic settings.

2.22 INTERDISCIPLINARY COLLABORATION AND KNOWLEDGE EXCHANGE:

- Recent work by Lee and Smith (2022) underscored the benefits of interdisciplinary
collaboration and knowledge exchange in promoting the application of statistical programs. By
fostering partnerships across departments, sharing best practices, and leveraging expertise from
diverse fields, institutions can create a conducive environment for innovation, research excellence,
and data-driven decision-making.

As the higher education landscape continues to evolve, addressing the multifaceted challenges
surrounding the low application of statistical programs remains a critical priority for fostering a
culture of data literacy, research innovation, and academic excellence. By advancing faculty
development initiatives, enhancing technological infrastructure, reimagining pedagogical

11
approaches, and promoting interdisciplinary collaboration, higher institutions can navigate the
complexities of integrating statistical programs effectively into their academic practices.

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 CHAPTER THREE

RESEARCH METHODOLOGY
This chapter of deals with research methodology. It contain the specific method employed in the
study, the population and sample study, instrument of data collection and decision rule

3.1 RESEARCH DESIGN

The survey was used in the study of sample and opinion of respondent. This method involved
random selection of respondent who were administered with questionnaires.

This design was adopted because it's allows for the drawing of inference (Nkpoyen and ushie,
2010). It was adopted because it uncovered data, integrate and point out interrelationship among
variables. It allows for the use of questions (Babbie, 1995). It allows for the objective description
of existing phenomenon (Agba, Ikoh and Ashibi, 2010).

3.2. AREA OF STUDY

The study was carried out in federal University Otuoke Bayelsa state.

3.3 POPULATION OF STUDY

The term population refers to a distant group of individual or item, whether the group comprises
of individuals or group of item with a common characteristics. According to Osuala (2005)
population comprises the set of all possible observations of the type with which we are concerned.

The target population of the study comprised all student of federal University OTUOKE, Bayelsa
State.

3.4 SAMPLE SIZE AND SAMPLING TECHNIQUES

Osuala (2005) states that sample should be as large as a research can obtain with reasonable
expenditure of time and energy. This study is aimed at the opinion of federal University Otuoke,
Bayelsa State. This is to get the view of the study isolated to objective of study. The sample size
of the study was drawn from the population expressed by the scope of study.

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3.5 METHOD OF DATA COLLECTION
The data were collected by a well- structured questionnaire. The questionnaire is developed by the
recession using the research question as to achieve the objective of the study. Questionnaire is
constructed by first the biodata and then the research questions to gather the needed information.
The respondent reacts to tick their choice.

3.6 TECHNIQUE OF DATA ANALYSIS

Analyzing the study, the descriptive approach will be adopted. The pie chart and histogram will
be used for the analysis of the data so analyze the respondent choice of you in the research.

3.7 SUMMARY
The above sequence of design in light of the nature of the problem which leads a careful
investigation on analysis

This chapter was highlighted that this study a particularly based on selective sample of student of
federal University OTUOKE, Bayelsa state. It was clear that the random sampling were gathered
through questionnaires.

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 CHAPTER FOUR

RESULT AND DISCUSION

4.1 RESULT
The chapter deals with the tabular and graphical presentation, data analysis and results. I
presented a survey as my data collection method.

The survey aimed to investigate the low application of statistical programme in higher
institution. We selected a sample of student and faculty members using a random sample
techniques. The survey consisted of a close ended questions, covering various
aspect of the study. Participants were contacted in persons and obtained our result.

4.1.1 Tabulation of Respondent Bio-data

Table 4.1 Gender for Respondent

Male Female
25 15

The table above shows the gender of respondent for the questionnaire during the survey.

Table 4.2 Age Group of Respondent

Age Frequency

15-24 20

25-34 13

35-44 6

45 –above 1

The table above shows the age group of respondent for the questionnaire during the survey.

15
Table 4.3: Marital Status of Respondent

Marital Status Frequency

Married 10
Single 30

The table above shows the marital status of the respondent for the questionnaire during then
survey.

The table above shows the religion of respondent for the questionnaire during the survey.

4.1.2 Data Analysis

Description analysis was used for the data analysis. We adopt the use of histogram and likely pie
chat to show the analysis of the survey.

Table 4.4: Religion of Respondents

Religion Frequency
Christian 26
Muslim 3
Others 1

Table 4.5: Do you Think that Low Application of Statistical Programme

is due to Lack of Awareness?

Respondent Strongly Agreed Strongly Disagreed Neutral

Choices Agreed Disagreed
Frequency 13 19 1 4 3

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Figure 4.1: Choice for the Respondent

The histogram above shows the various choices of respondent on the question from the chart
above the frequency of those who agreed to it is higher followed by those strongly agreed and
those who strongly disagreed has the lowest value .

In conclusion lack of awareness is one of the problems to disutilization of statistics programme

in higher institution.

Table 4.6: “Do you Think that Parental Influence Contribute to Low Choice for

the Programme During Jamb”?

Respondent Very likely Likely Very Unlikely Unlikely Neutral

Choice
Frequency 15 16 4 5 -

17
 Frequency

Very likely Likely Very Unlikely Unlikely Neutral

Figure 4.2: Choice of Respondent

The Pie Chart above shows the various choices of respondent on the question

The choice “Likely has the highest frequency followed by very likely and Neutral has the
Lowest.

In essence, parental influence contribute greatly in the low application of statistics in the higher
institution.

Table 4.7: Do you Think Fear of Future Prospect of the Course Contribute to Low
Application of the Programme?
Choice of Strongly agreed Agreed Strongly Disagreed Disagreed Neutral
Respondent
Frequency 11 15 3 7 4

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 Frequency

Strongly agreed Agreed Strongly Disagreed Disagreed Neutral

Figure 4.3 Choice of Respondent

The pie chart above shows the choices of respondent on the question. The choice “Agree has
the highest followed by Strongly Agree, and Strongly Disagree” has the lowest.

In conclusion fear is future prospect of the course is one of the reason for low application on the
course.

Table 4.8: How do you see the Statistical Promgrame Generally?

Choice of Very Had Simple Had Neutral

Respondent
Frequency 8 10 15 7

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Figure 4.4: Choice of Respondent

The chart above shows the choices of respondent on the question the choice “Hard” has the
highest and Neutral has the lowest.

In conclusion the course statistics is seemly a hard course and discourages students from
applying for the course.

Table 4.9: “ If you where offeres the course would you gladly accept”?

Choice of Very Likely Likely Very Unlikely Unlikely Neutral

Respondent
Frequency 6 17 7 9 1

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Figure 4.5: Choice of Respondent

The chat above shnows the choices of respondent for the question, the choice Likely has the
highest and neutral has the lowest.

in conclusion this course was accepted by majority as a course to study.

Table 4.10: Do you think that there is Future Prospect for Statistic

Programme”?

Choice of Respondent Yes No Not Quite Sure

Frequency 32 1 7

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Figure 4.6 Choice of Respondent

The chart above shows the choice of respondent for the question. The choice YES has the
highest and NO has the lowest.

In conclusion, statistics students has future prospect and liable to have employment after school.

4.2 DISCUSSION OF FINDINGS

In line with the analysis of the data carried out in chapter four and the review of literature in chapter
two, the discussion of the finding of the research is discussed below;

From the result of the data analyze from the survey the result revealed the low application of
statistic program in higher institution. The result from the choice and responded after the survey
with the questionnaire reveals that there are several factors that enhance the low application of
statistic program such as lack of awareness, parental influence and tediousness of the course, etc

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMENDATION

5.1 SUMMARY
It has become evidence that a multitude of challenges obstruct the effective integration of the
course with in academic setting. Factors as lack of awareness, parental influence, and hardness of
the program has been identified as sufficient hurdles impeding the utilization of statistic program.

5.2 CONCLUSION
After all findings low application of statistic program is as a result of multitude factors listed in
chapter 4 and by finding solution to them it will facilitate the effective integration and utilization
of the program.

5.3 RECOMMENDATIONS
Based on the comprehensive analysis and synthesis of the challenges and opportunities
surrounding the low application of the program the following recommendation are proposed to
facilitate the effective integration and utilization of the program;

-promote student engagement

-giving awareness to students from basic education

-institutional support and advocacy

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