Abstract
Understanding Statistics was essential for data-driven decision-making, yet students often struggle with its abstract intended nature, leading to low engagement and misconceptions. This study investigated the impact of the 5I’s Approach – Impress, Identify, Inspire, Inspect, and Invoke – on students conceptual understanding, interest, and belief in Statistics. Rooted in constructivist and student-centered learning paradigms, the 5I’s Approach was designed to make statistical concepts more engaging, meaningful, and relevant to learners. A quasi-experimental design involving control and experimental groups was employed among Grade XI students. Data were collected through pre-test and post-test, attitudinal surveys, and focus group discussions to assess cognitive and affective learning outcomes. Results indicated that the students exposed to 5I’s Approach showed statistically significant improvements in conceptual understanding and reported heightened interest and more positive beliefs toward Statistics. The approach effectively bridged the gap between theoretical knowledge and real-world application, encouraging active learning and critical thinking. The findings highlighted the pedagogical value of the 5I’s framework in reshaping Statistics instruction and enhancing students’ overall learning experience.
