PROBLEM-BASED LEARNING (PBL) IN STATISTICS EDUCATION USING DIGITAL TOOLS: A STUDY WITH INTEGRATED HIGH SCHOOL STUDENTS

Abstract

This study examines the use of Problem-Based Learning (PBL) combined with digital technologies in teaching statistics to a class in the Integrated Technical High School program at the Federal Institute of Piauí, Floriano Campus. The primary objective was to analyze how PBL, alongside digital tools, can contribute to learning statistical concepts. The research is characterized as applied and descriptive, employing a qualitative approach and conducted through a pedagogical intervention in both the classroom and the computer lab. Students participated in group activities aimed at solving real-life problem scenarios, using spreadsheets, graphs, and concept maps to organize, represent, and analyze data. The results showed increased student participation, autonomy, and interest throughout the activities, as well as improvements in the understanding of statistical concepts and the ability to analyze, interpret, and communicate information. Contributions to collaborative learning, decision-making, and the critical use of technology were also observed. Despite challenges regarding time, planning, and the need for closer guidance, the study concludes that PBL—when combined with teacher mediation and digital resources—fosters learning that is more meaningful, contextualized, and student-centered.