The Information and Communication Technology Effectiveness for Enhancing Statistical Reasoning and Critical Thinking in the Statistical Instructional: A Meta-Analysis

Introduction: There is a substantial body of literature examining the use of Information and Communication Technology (ICT) and its relation to statistical reasoning and critical thinking. However, previous findings have been inconsistent, creating the need for a comprehensive synthesis. Objective: The main purpose of this meta-analysis is to systematically investigate the overall impact of ICT on statistical reasoning and critical thinking skills in statistics education. Method: The dataset comprises 25 publications released between 2016 and 2025. A random-effects model was employed for effect size estimation, with statistical calculations conducted using Comprehensive Meta-Analysis (CMA) software. The effect size was quantified using Hedges’ formula. Results: The findings indicate that ICT-based learning has a significant and positive impact (effect size = 1.043; p < 0.05) on students’ statistical reasoning and critical thinking. Several moderating factors, including education level and class size, were found to play an important role in influencing the outcomes. However, there is insufficient evidence to suggest that geographical location significantly differentiates students’ performance in ICT-based learning contexts. Conclusion: This study highlights the effectiveness of ICT in enhancing statistical reasoning and critical thinking in statistics education. Mathematics educators are encouraged to integrate ICT strategically to support students’ higher-order thinking skills.