Data Literacy and Mathematical Decision-Making Skills Among Secondary School Students

Abstract

Set against the growing demand for evidence-based learning, this study examined data literacy and mathematical decision-making skills among secondary school students at Santo Tomas National High School in Santo Tomas, Isabela. Using a quantitative cross-sectional explanatory design, the study gathered data from students selected through total population sampling. A researcher-structured questionnaire was used to measure the two variables. The instrument underwent expert validation and pilot testing, yielding Cronbach’s alpha coefficients of 0.91 for data literacy, 0.89 for mathematical decision-making skills, and 0.93 overall. Data were analyzed using weighted mean, standard deviation, Shapiro-Wilk test, Pearson Product-Moment Correlation, and simple linear regression. Findings revealed that students demonstrated high levels of data literacy and mathematical decision-making skills, with mean scores of 3.86 and 3.88, respectively. Normality screening confirmed the suitability of parametric analysis. Correlation results showed a significant positive relationship between the two variables (r = 0.68, p < 0.05). Regression analysis further indicated that data literacy significantly predicted mathematical decision-making skills and explained 46.2 percent of the variance in the dependent variable. The study concluded that stronger data literacy corresponded with better mathematical decision-making among students. It was recommended that mathematics instruction place stronger emphasis on data interpretation, evidence-based reasoning, and contextualized decision tasks to enhance students’ higher-order mathematical competencies.