Long-term effects of learning are a desirable outcome of any educational program and are far from being an obvious result in education. Furthermore, statistical concepts tend to be ambiguous and “short lasting” in students’ reasoning, even among tertiary students. In this longitudinal study, long-term impact of teaching and learning was sought among ninth graders, three years after their participation in a three-year intervention (grades 4-6) of the Connections Program. In a mixed methods study, students from two groups – those who have / have not taken part in the program – were closely followed and compared throughout three extended data inquiry activities and took a statistical knowledge and thinking proficiency test. Results and implications are presented.
- Prof Dev