Impact of Adventure-Based Learning on Statistics: A Paradigm Shift towards Holistic Student Development

This research examines the effects of adventure-based learning (ABL) on basic statistics achievement (BSA), critical thinking skills (CTS), and leadership skills (LS) among Year 1 students at a Teacher Education Institute. Conducted through a quasi-experimental design, the study involved 30 students selected by the institute, forming an intact group. MANOVA was used for data analysis by using SPSS version 23. Results revealed significant differences between the ABL and control groups in post test mean scores for BSA and LS, but not for CTS. Analysis of second post test scores also showed significant differences in BSA and CTS, with no significant differences in LS. These findings suggest that ABL positively impacts BSA and CTS compared to conventional methods, though it does not significantly affect LS. The study underscores the potential of ABL to enhance academic performance and critical thinking among students, aligning with the educational objectives of institutes and the Ministry of Education in fostering holistic development.