Background

One educational objective in any statistics curriculum is to teach students how to think statistically [1]. However, the definition of statistical thinking can be as broad as the thought processes involved in statistical activities or work or as narrow as focusing on the study of variation. To achieve this objective, it is necessary to know what statistical thinking means and how statistical thinking should be taught. In addition, it would be better to assess how well the students ’ statistical thinking is developed. The aim of the assessment was to provide information to teachers about how to improve pedagogy to support learning [2]. Methods A test was conducted in a computing laboratory to assess key aspects of the students ’ statistical thinking i